How Are the Leadership Behavior of School Principals Perceived by Their Teachers? A Case Study in Turkey

Abstract

In social psychology, the term “person perception” refers to the different mental processes that people use to form impressions of other people. This term includes how they form these impressions, and the different conclusions they make about other people based upon their impressions. Person perception can be a very subjective process that can be influenced by the characteristics of the person being observed, the context of the situation, and people’s own personal characteristics. Educational leadership increasingly gained importance in today’s world, because it is recognized that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. In order for students to have high-quality learning each year, schools must be highly functioning, which means that they must be led by effective principals. Studies note that the greatest impact on school success can be determined through the leadership practices of principals. The principals and school leaders who are implementing their roles and duties should be constantly reviewed and assessed for transparency in school, because their leadership has an impact on “teacher morale, job satisfaction, and motivation”. Principals should have key skills related to communicating, facilitating, team-building, coaching, managing conflict, involving others in decision-making, and acting politically, also the development of technological advancement. This study aims to find the impact of school principals’ leadership behavior on teachers and teachers’ perceptions about the impact and the styles of their leadership. The survey is distributed in 10 public elementary schools in one region of Istanbul, Turkey. The sample consisted of 100 teachers; of which 64 were female teachers and 36 were male teachers. Questionnaire consisted of two parts: demographic information and questions about the perception of leadership behavior. The scale was developed by Demiray (2008) and validity and reliability tests proved that the questionnaire was reliable and valid. Analyses indicate that according to the teachers’ perceptions, the important outcomes of the principals’ leadership styles and behavior, such as communication, teamwork, problem-solving, and coordination, were satisfying and effective some of the time. Furthermore, the results also provide evidence that the teachers believe they are not recognized for their achievements by their school principals. This case study will be the groundwork for a more comprehensive research about the teachers’ expectations of educational leadership.