Abstract
The aim of this research is to examine the instructional leadership behaviors of school principals. Phenomenology design was used. Interviews were carried out with 14 school principals at primary and secondary schools. The participants were selected with a purposeful sampling method. The data were collected through a semi-structured interview form. All school principals emphasized the objectives of the school in parallel with the goals determined centrally. School principals gave importance to social and cultural studies to increase the students' motivation, and they organized out-of-school activities to motivate teachers. School principals generally control annual plans and community meetings, provide support for teachers in cooperation with teachers, show sensitivity to school problems, reward successful students, and reward successful teachers with social awards. In addition, it was understood that the school principals don’t want to do the partake in activities that are not relevant to education. School principals focused on motivation, supporting school atmosphere, supply materials and rewards in terms of instructional leadership.
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