The views of administrators and teachers on levels of principals instructional leadership behaviours: A meta-analysis

The aim of this study is to determine the effect sizes concerning the views of administrators and teachers on levels of school principals? instructional leadership behaviours. To do this, a meta-analysis was conducted, which has been increasingly popular in educational sciences in recent years. Out of 126 studies, 48 matched the inclusion criteria, and have a total sample size of 19.768 administrators and teachers. Independent variables of the study are working title, gender, branch, education level and faculty graduation. In addition, various moderator variables, which are not normally taken into account in primary researches, were also analyzed. These are research area, publication type, sample content, school level and the data collection tool. Results indicated that between the views of male and female teachers on levels of principals? instructional behaviours, there was little difference. The effect size for gender variable is d=0.04 at trivial level and favouring male teachers. For working title variable, the effect size is d=0.40 at nearly medium level and favouring principals; for branch variable, the effect size is d=0.06 at trivial level and favouring classroom teachers; for education level variable, the effect size is d=0.12 at small level and favouring teachers having associate degree; for faculty graduation variable, the effect size is d=0.14 at small level and favouring teachers having education faculty undergraduate degree. As a result of moderator variables, only branch variable has statistically significant difference in terms of publication type and sample content. Concerning the instructional leadership role of principals, mutual understanding platforms can be created to awaken both principals and teachers. Keywords: Instructional leadership, Meta-analysis, Effect Size, Principal, Teacher