Özet:

"Leader teacher" is a general term that applies to individuals in a variety of roles. Leadership is clearly becoming a more and more significant part of a teacher's professional life. Teacher leadership can be described as taking over voluntary responsibilities during the educational processes and activities, forming independent projects, influencing his/her surrounding, and sufficiency in developing professional qualifications of his/her collagues. This research was carried out in order to determine the leadership behaviors and main's impressions at the teacher leadership. The data related to the research problem had been collected by literature review and interview. The questionnaires were distributed to 18 school principals and 40 teachers working at secondary schools in Kayseri. The provided data findings based on the used techniques are given as general determinations. Being the formal leader of the school requires that the main's attitudes and efforts be taken into consideration. Principal's support and understanding will motivate and encourage the teachers working at that school. This style of behavior will also develop a new insight in both teachers and principles and this will make them stronger and also help them to be aware of themselves. Principals encouraging teachers' leadership attitudes also reinforce their own leadership. Teacher leadership presents an opportunity for teachers and leaders to grow and develop simultaneously, a parallel opportunity exists also for school principles as well. Teacher and main training environments should be constructed in the embodiment of well models that may enable teachers to show teacher leadership behaviors at schools. The programs of teacher and main training are required to be revised again and the concept and understanding of teacher leadership are required to be reflected to the programs in this context

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