Özet:

In this research, it is aimed to examine the relationship between school leadership style and school effectiveness. The population of the research carried out in the relational survey model was composed of the teachers working in public primary and secondary schools in the central districs of the province of Kahramanmaraş (Onikişubat and Dulkadiroğlu) in the academic year of 2018-2019, while sample was composed of 496 teachers chosen by random sampling from the universe. “School Directors’ Leadership Styles Scale” and “Perceived School Effectiveness Scale” were used in order to collect the research data. For data analysis, arithmetic mean and standard deviation, t-Test, ANOVA, Pearson Correlation and linear regression analysis were utilized for data analysis According to the research result; The transformational, liberating and sustained leadership styles of school administrators are at the "high", "low" and "medium" levels, respectively. The opinions of teachers about the leadership styles of school administrators differ in terms of educational status and service area variables; it does not differ in terms of branch and service period variables. The effectiveness of schools is at a "high" level. Teachers' opinions about school effectiveness differ in terms of branches, duration of service, number of students and number of students; however, it does not differ in terms of educational status. According to the results of the research, there is a moderately positive relationship between perceived school effectiveness and transformational leadership style, a negative medium level between releasing leadership style and a low negative level between the sustainer leadership style. Approximately 18% of the total variance in perceived school effectiveness is explained by the transformational leadership style.

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