Akademik Veri Yönetim Sistemi
Kastamonu Eğitim Dergisi, cilt.26, sa.3, ss.925-934, 2018 (Hakemli Dergi)
In this study, the relationship between teacher leadership and school effectiveness was examined according to the teacher perceptions. 546 teachers in total working at primary, secondary and high schools in Üsküdar district of Istanbul participated in the study. The “Teacher Leadership Scale” and “Effective School Scale” were used to collect the data in the study. The arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression analysis were used in the analysis of the data. The results of the study indicated that school program and educational process were the most effective dimension and the student dimension was the least effective dimension among the school effectiveness dimensions. The level of exhibiting teacher leadership behaviors was found to be above the medium level. It was also found out that all dimensions of teacher leadership had positive and significant relationships with all dimensions of school effectiveness. On the other hand, the results of the study indicated that institutional development was the significant and the only common predictor of all dimensions of school effectiveness among the teacher leadership dimensions. The results of the study were discussed with regard to the related literature, and some suggestions were presented.