Akademik Veri Yönetim Sistemi
Istanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi, cilt.19, sa.39, ss.1127-1148, 2020 (Hakemli Dergi)
This research was carried out to make an inference about the role of school principals' leadership qualitiesin teacher performance. Relational survey model was used. 358 teachers (217 women and 141 men)attended in the study. T-test, ANOVA, correlation, and regression were used. In this study, effectiveleadership qualities of school principals did not differ significantly according to teachers' gender, age, andprofessional seniority. However, undergraduate teachers perceived their leadership qualities morepositively than graduate teachers. Teachers' performances do not differ about to their gender, age andseniority; The performance of undergraduate teachers is higher than the graduate teachers. The effectiveleadership qualities of school principals do not differ significantly about the school levels where theteachers work. Teachers' performances differ significantly according to the school levels they work at.There is a medium and positive relationship between the effective leadership qualities of the schoolprincipals and the performances of the teachers, and the effective leadership qualities of the schoolprincipals predict the performances of the teachers significantly.