DETERMINING THE LEADERSHIP LEVELS OF PRIMARY SCHOOL TEACHERS

In this study, it was aimed to determine the leadership levels of teachers working in primary school. This study is a descriptive study in the survey model in which quantitative data were collected. “Teacher Leadership Scale” was used as data collection tool. The universe of the study consists of teachers working in state primary schools in the central districts of Antalya. The sample consists of 243 volunteer participants determined by random method. According to the results of the research, in the sub-dimension "Diversity and Continuous Development" depending on gender; A differentiation was observed in the sub-dimensions of “Leading Teaching and Professional Development”, “Participation in School-Wide Decision-Making Process” and “Diversity and Continuous Development” depending on the teaching branch, and in the sub-dimension of “Diversity and Continuous Development” depending on the education level. No differences have been observed in other dimensions. Based on the research findings, it is believed that providing teachers with leadership-related training at regular intervals and offering support to teachers with low levels of leadership in areas where differences are observed will contribute to an increase in teachers' leadership levels. Furthermore, it is considered important to examine the levels of teacher leadership and explore the relationships based on different demographic variables in order to identify any deficiencies. Conducting similar studies in primary schools with different samples and comparing the results, as well as taking necessary measures, is believed to increase the number of exemplary teachers.

Keywords

Leadership, Teacher, Teacher Leader