Teacher perceptions of shared instructional leadership and innovative schools

Abstract

The study aims to determine teachers' perceptions of shared instructional leadership and innovative schools. The correlational research design, one of the types of quantitative research, was used for the study. The universe of the research consisted of teachers working in public secondary schools in the center of Bolu, Turkey in the second semester of the academic year 2021–2022. The research data were collected from 281 teachers working in these secondary schools and the data were collected with shared instructional leadership and innovative school scales. From the results, it was found that teachers rated shared instructional leadership as "I agree" and innovative schooling as "Sometimes." It was found that there was a positive relationship between shared instructional leadership and the sum of the subdimensions of innovative schools, management support, and innovative atmosphere, and a negative relationship between the sub-dimensions of organizational barriers. In addition, shared instructional leadership was found to be a significant predictor of innovative schools. In light of these results, suggestions can be made such as conducting inservice training courses for principals and teachers to develop shared instructional leadership in schools, emphasizing cooperation and participation by removing barriers to innovation and change in schools, and taking necessary measures to promote innovation and development in schools, especially in administration.