Abstract:

This study aims to examine the moderating role of school size and socioeconomic status on the relationship between school principals' leadership level and school effectiveness. For this purpose, the predictive correlational design based on the relational survey model, one of the quantitative research approaches, was used. The sample of the research consisted of 443 teachers determined using simple random sampling, one of the random sampling methods. The data collection tools used in the study included the School Leadership Scale, the School Effectiveness Scale and a personal-school information form. The collected data were analyzed using descriptive statistics, correlation analysis, moderation model, and confirmatory factor analysis. The analyses revealed that both school size and socioeconomic status of the school played a moderating role in the relationship between school leadership and school effectiveness. According to the results obtained, when examining the moderating role of school size and socioeconomic status of the school in the relationship between school leadership and school effectiveness, it was found that both moderating variables positively contributed to this relationship. Considering the results of this study, it is recommended to conduct in-depth studies to determine the reasons for the differences in leadership behaviors caused by school size and to develop policies aimed at minimizing differences among schools.

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