Teachers’ Perceptions Regarding Effective School Features and Effective Leadership Qualifications of School Principals in Turkey


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KARATAŞ S., KÖSE S., YÖRÜK T., Yanık Özdemir S. N., GÖK R., Doğan A.

SAGE Open, vol.14, no.1, 2024 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 14 Issue: 1
  • Publication Date: 2024
  • Doi Number: 10.1177/21582440241233978
  • Journal Name: SAGE Open
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Keywords: Educational administration, effective leader, effective school, leadership, school principal
  • Akdeniz University Affiliated: Yes

Abstract

The purpose of this study is to reveal the relationship between effective school characteristics and effective leadership qualities from the perspective of a group of teachers in Antalya, Turkey, who were selected based on the demographic diversity of the population. The questionnaires “Qualifications of Effective Leaders Questionnaire” and “Effective School Characteristics Inventory” were used to collect data for the study. The data were collected from 560 school teachers working in the five central provinces in Antalya. Spearman correlation analysis and Linear regression were used in the study analyses. Consequently, the findings showed that there is a positive and significant correlation between effective leadership qualities and effective school characteristics. The results of the linear regression analysis further demonstrate statistically significant correlations. Specifically, there is a significant correlation between being democratic and tolerant, and limited learning obstacles. Additionally, a significant correlation exists between communication, excitement, and the dimensions of flexible resources, as well as focusing on basic skills. Lastly, there is a significant correlation between communication, excitement, vision, and monitoring students’ progress within effective schools.