Examination of teachers' opinions on the leadership roles of school administrators

The purpose of this study is to examine teachers' perceptions regarding the leadership roles of school principals and to evaluate their competencies in instructional, ethical, cultural, visionary, and social leadership. The research was designed using the qualitative phenomenological approach, and data were collected from teachers working in the Konyaaltı district of Antalya province through a semi-structured interview form. The collected data were analyzed using content analysis and categorized into themes with the assistance of NVivo software. Findings reveal that teachers assess school principals' leadership roles in a multidimensional manner. In terms of instructional leadership, principals are acknowledged for monitoring student achievement, guiding teachers, conducting classroom observations, and contributing to instructional planning; however, limitations such as time constraints and lack of effective leadership were also noted. Ethical leadership is primarily associated with justice, equality, transparency, and professional ethics, though some principals were criticized for inadequate ethical decision-making. Within the scope of cultural leadership, principals were praised for fostering school culture, enhancing collaboration, and supporting cultural activities, whereas deficiencies in social engagement and administrative indifference were emphasized. Visionary leadership was evaluated positively when principals exhibited openness to innovation, strategic goal setting, and stakeholder collaboration. Nevertheless, a lack of vision, resistance to technology, and limited foresight—particularly associated with age—were highlighted as concerns. Regarding social leadership, the principal's role in shaping the school's public image, communicating with families, and collaborating with local stakeholders emerged as significant. In conclusion, teachers provided both positive assessments and critical reflections on principals' leadership roles. The study underscores the crucial influence of effective school leadership on teacher motivation, school climate, and student achievement. It also highlights iv the need for continuous professional development, in-service training, and leadership-focused administrative policies to strengthen principals' leadership capacities.