Abstract:

The aim of this research is to examine the effects of school principals' instructional leadership characteristics on teachers' self-efficacy according to teacher perceptions. In the research conducted in the relational screening model, data were collected from 631 teachers working inkindergarten, primary school, secondary school and high school in İzmir in the 2020-2021 academic year. “Instructional Leadership Scale” and “Teacher Self-Efficacy Scale” were used in the group of teachers selected by easy sampling method. As a result of the analysis, it was seen that the instructional leadership characteristics of the school principals and the self-efficacy perceptions of the teachers were high. As a result of the independent t-test, One-Way Anova and Scheffe Test analyzes, the instructional leadership characteristics of the school principals were significantly higher in favor of the permanent teachers among the paid teachers and the permanent teachers, and the teachers with a professional seniority of 14 and above were significantly higher than the teachers in the first 6 years of their profession. they perceive high. When the difference of self-efficacy between the genders was examined, a significant difference was found in favor of women. As a result of Pearson Product Moment Correlation Coefficient analysis, a positive, significant and low relationship was found between instructional leadership and self-efficacy. Suggestions were made about developing the instructional leadership characteristics of school principals and conducting qualitative studies to gain in-depth information about teachers' self-efficacy.

Keywords: