Expectations of pre-school teachers and school administrators from each other in the context of instructional leadership

The aim of this study was to determine the expectations of pre-school teachers and school administrators from each other in the context of instructional leadership. The research was a qualitative study and it was carried out based on a phenomenological design. The study group of the research consists of 14 pre-school teachers and 14 pre school institution administrators working in Niğde and determined by the maximum diversity sampling method. In the study, data were collected with semi-structured interview forms developed by the researcher for school administrators and teachers. The data were analyzed by content analysis. According to the research findings, it was determined that in the dimension of "realizing the official goals of the school", administrators often emphasized "fulfilling their legal obligations" and teachers emphasized "they should have field knowledge of their administrators". In the "vision" dimension, the expectation that school administrators most frequently draw attention to was "cooperating with stakeholders", while teachers' "involvement of all stakeholders in the vision creation process". The expectations of school administrators about "communication" were focused on "having effective communication skills", while those of teachers were focused on "exhibiting an objective attitude". In the "motivation" dimension, it was seen that school administrators mostly emphasized "communication effectively" and teachers emphasized "being relevant". Regarding "personal and professional development", school administrators expect teachers to "continuous professional development" and teachers expect administrators to "inform themselves of opportunities". In the "curriculum", school administrators are mostly emphasized to "realization of the curriculum" and teachers to "supporting to make physical arrangements". Regarding the "physical environment", administrators mostly emphasized "taking security measures" and teachers emphasized "meeting resource needs". Regarding the "school climate", school administrators drew attention to "establishing positive relations" and teachers to "strengthening stakeholder cooperation". It has been determined that the expectations of the school administrators in the "course supervision" are mostly focused on "fulfilling the evaluation feedback", while the expectations of the teachers focus on "making the supervisions based on pre-school principles". According to the results of the research, it has been revealed that the expectations of school administrators and teachers from each other in the context of instructional leadership mostly focus on different subjects, albeit slightly on similar subjects.