Abstract:

This study aims to examine the relationship between teacher leadership and teachers' perceptions of school image. The research was conducted using the relational survey model, one of the quantitative research methods. The study group of the research consists of 473 teachers who are working under the Ministry of National Education in Kartal district of Istanbul province in the 2021-2022 academic year and selected by using the convenience sampling method. Demographic information form, School Image Scale and Teacher Leadership Scale were used to collect data. As a result of the research, it was found that teachers' perceptions of school image and teacher leadership were high. Teachers' perception of school image differed significantly in terms of gender, the type of school they work in, and the frequency of following scientific publications. It was found that there was no significant difference in terms of marital status, age, education level, seniority, tenure in the same school and frequency of participation in vocational training. While teachers' level of teacher leadership differed significantly in terms of the variables of attending vocational trainings and following scientific publications; gender, marital status, educational status, age, school type, professional seniority and tenure in the same school did not differ significantly. A moderate and positive significant relationship was found between school image perceived by teachers and school leadership. The school image perceived by teachers affected teacher leadership positively and significantly. The study's results were discussed, and recommendations were made to researchers and practitioners.

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