Okul Müdürlerinin Öğretimsel Liderlik Rollerinin Öğretmenlerin Eğitim Motivasyonuna Yansımasına İlişkin Öğretmen Görüşleri

Abstract

The purpose of this research is to determine the effects of the instructional leadership roles of school administrators on teacher motivation and professional development. In the research, the interview technique, which is one of the qualitative research methods, was preferred. This method provided an in-depth understanding of the participants' experiences and thoughts. While preparing the interview form, relevant studies in the literature were examined and open-ended questions were determined. The sample of the research consists of 20 teachers working in schools affiliated with the Ministry of National Education in Tekirdağ province. The participants were carefully selected to carry out the study in a specific context. During the interview process, a suitable environment was provided for the participants to respond freely to the questions, which increased the depth of the data. The obtained data were examined using the descriptive analysis method. Descriptive analysis includes organizing the data according to a certain framework, interpreting it, and classifying it under themes. The analysis of the data was carried out in four stages: creating the analysis framework, processing the data in accordance with the framework, defining and interpreting the findings. In addition, frequency (f) and percentage (%) calculations were made during the analysis process. The participants' answers were coded as Ö1, Ö2, Ö3... Ö20 and presented, and codes and themes were created based on these answers. The research findings show that the instructional leadership skills of school administrators play an important role in increasing teachers' motivation and supporting their professional development. However, factors such as administrative workload, financial inadequacies, and communication problems that prevent administrators from demonstrating their instructional leadership roles were identified. In line with the findings obtained, it is recommended that instructional leadership trainings be increased, the workload of administrators be lightened, and professional development programs for teachers be expanded. This research emphasizes the importance of the instructional leadership roles of school administrators in educational processes and reveals that strategies should be developed to increase teachers' professional satisfaction.