Özet:

The fundamental question in the effectiveness and development of schools is how we can changes that will provide higher student performance, advanced social development and increased level of civilization (Sergiovanni, 1998). When we look at the scope, research on school effectiveness and hopeless results in providing the desired change have revealed the teaching leadership concept as the savior of the educational-learning process in schools and the blessing of the targeted change (MacNeill, Cavenagh and Silcox, 2003). Although the teaching leadership concept has a very common use for "school leadership", it has limits in meeting 21st century schools and changing needs. At the beginning of these limits, teaching leadership is linked directly to the school manager by ignoring the other elements of the school society and is more directed to the teachers’ behavior and development than to the student’s development. However, creating an effective school environment is closely related to creating academic, social, intellectual, and professional capital (Sergiovanni, 1998) more than a didactic teaching process. The centralization of the relationships between members in the school organization, as long as teachers, students, guardians and the community are involved, the building of a school learning community is much greater than a leadership-based understanding (Male and Palaiologou, 2012). In this context, the teaching-learning process is basically student-centered and comprehensively addressed by the pedagogical leadership style that meets the concept of "leading in educational environments" in a way that is more contemporary and responds to needs. The aim of this study is to reveal the difference between pedagogical leadership – often misused equally – and pedagogical leadership. In the study, the national and international scope was studied and the pedagogical leadership was attempted to be conceptualized.

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