Abstract:

As the main actor, teachers are the providers of schools and therefore the educational system to their objectives. The professional skills that teachers have are very important in achieving the objectives set. On the other hand, the behavior to be shown regarding the teacher’s leadership has not been able to reveal how much it contributes to the school success aimed at achieving. It is very important in this context that the perceptions and expectations regarding the teacher’s leadership and the elements that have a positive or negative impact on these situations can be determined. The universe of this study where the teacher’s leadership perception and expectations are studied is 731 teachers in the secondary schools located in the district of Samsun or Wednesday from 2022 to 2023 educational year, and the sample is calculated and determined by easy-to-access sample 252 teachers with 95% confidence level and 0.5 confidence range. The "Teacher Leadership Scale" was used to collect research data. The data obtained by scale was analyzed by ANOVA and t-test. Some of the results achieved as a result of the conducted analyses are as follows: Teachers' perception and expectations of teacher leadership in the "Professional Development" dimension are higher than the "Corporate Development" and the "Cooperation with colleagues" dimension. The perceptions and expectations of high school teachers, in the lower dimension of "Corporate Development", about teachers' leadership differ in favor of teachers who have graduated from the Faculty of Science and Literature and other faculty, depending on the type of school in which teachers graduate. The perceptions and expectations of teacher leadership in the "Professional Development" sub-dimensions have not varied depending on the graduation of teachers, while the conclusion has been achieved that the sub-dimensions of "Corporate Development" and "Cooperation with colleagues" have varied in favour of teachers who have graduated from the bachelor's degree.

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