The relationship between the instructional leadership behaviors of school managers and the autonomys of teachers: The case of Siirt provi̇nce

With the aim of ascertaining the interaction between instructional leadership behaviours of school managers and autonomy behaviours of teachers, a study was conducted in Siirt province. By preferring face-to-face survey technique and convenience sampling method, 500 teachers were run into, while the field survey was carried out in 2019-2020 educational year. In order to analyse the surveys, SPSS 20 package programme was applied. Within this scope, at what levels instructional leadership behaviours of school managers and autonomy behaviours of teachers were, which direction the relationship between them was, and whether that level showed any differences in terms of the teachers' demographic features were investigated. As a result of the conducted analyses it was found out that school managers acted instructional leadership by showing up at schools, checking the time spent on education, promoting learning, supporting professional development, setting and sharing goals for the school. However, it was concluded that school managers partially promoted the teachers, supervised and evaluated the education, and tracked success of the students. Additionally, it was revealed that the teachers thought they were autonomous in issues like education process and applying curriculum. Nevertheless, it was found out that the teachers' autonomy levels of professional communication and development were intermediate. It was concluded in the current research that instructional leadership behaviours and autonomy levels of the teachers might differ according to individual characteristics. The relationship between instructional leadership behaviours of school managers and autonomy levels of teachers were investigated in this study. Within this scope, it was found out that there was a positive and weak relationship between instructional leadership behaviours of school managers and autonomy levels of the teachers. Besides, it was revealed that instructional leadership behaviours affected autonomy levels of the teachers.