The instructional leadership behavior of school principals on the professional development of teachers

The purpose of this research is to reveal the effect of school principals' instructional leadership behaviors on teachers' professional development. The research is a quantitative study using the relational survey model. The research was conducted with the participation of teachers working in primary, secondary and secondary schools in Gebze district of Kocaeli province in the 2023-2024 academic year. In the study, data on instructional leadership were collected through the "Instructional Leadership" scale, developed by Lineburg (2010) and adapted into Turkish by Kazak (2016). Data on teachers' professional development was collected through the "School Principals' Support for Teachers' Professional Development Scale" developed by Bilge (2015). The study concluded that the instructional leadership behaviors of school principals were at a high level. In addition, it was determined in the study that teachers' perception levels regarding school principals' support for teachers' professional development were high in the indirect support and candidate teacher dimensions, and medium level in the direct support dimension. In addition, the study concluded that the instructional leadership levels of school principals are related to their support for the professional development of teachers. In addition, the study concluded that the instructional leadership levels of school principals are predictive of their support for teachers' professional development.