Instructional leadership roles of classroom teachers

The purpose of this study was to explore the opinions of the principals and classroom teachers with regard to the classroom teachers? fulfilling their instructional leadership roles as well as to make suggestions. This is a quantitative research, which has been conducted in the shade of survey model. The data in this research were collected from 41 administreters (principal, deputy manager) and 208 classroom teachers working at 20 primary schools located within Bolu central district boundaries. In this research the following results have been achieved by taking the opinions of superintendents and teachers. The superintendents have realized that classroom teachers ?always? fulfill their responsibility for the coordination of instructional program and they ?often? fulfill the remaining nine missions taking place in the scope of this research. The teachers on the other hand have realized that classroom teachers ?always? fulfill the following seven missions; the supervision and evaluation of instruction, the coordination of instructional program, monitoring the students? progress, making students feel their existence, encouraging them to learn, providing the professional growth, developing and carrying out academic standards. However, they realized that classroom teachers ?often? fulfill the remaining three missions as developing goals of the school, expressing goals of the school and protecting instruction period. t was found that differences a significant variety in the .05 signifance level regarding to the dimensions of ?developing goals of the school? and ?expressing goals of the school? between the opinions of the superintendents and teachers. However no significant differences the .05 signifance level regarding to the other dimensions of missions has been seen. According to the gender variables of the superintendents, among the opinions of classroom teachers about their fulfillment of instructional leadership roles, no significant variety in the .05 signifance level regarding to all dimensions and missions has been found. According to the gender variables of the teachers, among the opinions of classroom teachers about their fulfillment of instructional leadership roles, a significant variety in the .05 signifance level has been achieved with regard to the missions of supervision and evaluation of instruction, monitoring the students? progress, encouraging them to learn, developing and carrying out academic standards. On the other hand, there is no significant variety in the .05 signifance level regarding to the other dimensions of missions has been seen. According to the professional seniority variable of the superintendents, a significant variety in the .05 signifance level has been achieved with regard to the missions of developing goals of the school, expressing goals of the school, the supervision and evaluation of instruction, the coordination of instructional program, encouraging them to learn, developing and carrying out academic standards among the opinions of classroom teachers about their fulfillment of instructional leadership roles. According to the professional seniority variable of the teachers, among the opinions of classroom teachers about their fulfillment of instructional leadership roles, a significant variety in the .05 signifance level has been achieved with regard to the missions of developing goals of the school and protecting instructional period, whereas no significant variety has been found about the other missions. According to the educational level variable of superintendents, among the opinions of classroom teachers about their fulfillment of instructional leadership roles, a significant variety in the .05 signifance level has been achieved in the dimension of explaining goals of the school. Moreover, according to the educational level variable of teachers, among the opinions of classroom teachers about their fulfillment of instructional leadership roles, a significant variety in the .05 signifance level has been achieved regarding the protection of instructional period. But no significant variety has been found about other missions in both groups.