The Relationship between the Instructional Leadership Behaviours Used by the School Principals and Their Readiness Level for Change

Autor/inn/en	Ilbeyiilingi, Kalender; Inandi, Yusuf
Titel	The Relationship between the Instructional Leadership Behaviours Used by the School Principals and Their Readiness Level for Change
Quelle	In: Journal of Educational Leadership and Policy Studies, 7 (2023) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Instructional Leadership; Principals; Administrator Behavior; Readiness; Leadership Styles; Gender Differences; Teacher Attitudes; Predictor Variables; Organizational Change; Correlation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Führungsstil; Geschlechterkonflikt; Lehrerverhalten; Prädiktor; Organisationswandel; Korrelation; Ausland; Türkei
Abstract	The effectiveness of schools is heavily influenced by the behavior of school principals as instructional leaders in the fast-changing world of today. According to the perceptions of teachers employed by public schools, in this study tried to specify the relationship between the instructional leadership behaviors of school principals and their readiness for change. The sample of the study, determined through convenient sampling, consists of 535 teachers, working in public schools province of Adana in the 2021-2022 academic year. The Instructional Leadership Scale developed by Oktar (2019) and the "Readiness for Change" scale developed by Kondakçi, Zayim, and Çaliskan (2013) were applied as data collection tools. For the gathered data, T-test, Pearson Correlation analysis, and regression analysis methods were used. The results of the research indicate, there were significant gender differences between teachers' perceptions in determining and sharing objectives and managing the teaching process sub-dimensions of instructional leadership behaviors of school principals on behalf of the female teachers. In none of the sub-dimensions of school principals' readiness level for change, however, there was a significant gender distinction in teachers' perceptions. Furthermore, all sub-dimensions of school principals' instructional leadership behaviors and all sub-dimensions of readiness for change had a significant positive relationship, and all sub-dimensions of school principals' instructional leadership behaviors predicted all sub-dimensions of readiness for change. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01