Abstract:
This study examines the effects of school administrators' instructional leadership (IL)
behaviors and school culture on teacher performance (TPE). Two hundred eighty-nine
teachers working in public schools in the Eyupsultan district of Istanbul province
participated in the study. The relational survey model was used in the study. The data
were collected using a personal information form, Instructional Leadership Inventory,
School Culture Scale, and Teacher Performance Evaluation Scale. As a result of the
study, school administrators' instructional leadership was found to be at a moderate
level; bureaucratic culture was found to be at a moderate level; achievement, support,
and task culture were found to be at a high level; and teachers' performance was found
to be at a very high level. While teacher performance did not differ according to age
and education level, it differed according to gender, seniority, and school type. It was
found that there was a weak positive relationship between school administrators' IL
behaviors and achievement and support cultures. At the same time, there was no
significant relationship between school administrators' IL behaviors and TPE. A very
weak but significant positive relationship was found between the professional
development dimension of instructional leadership (IL) and the preparation of the
learning-teaching process, which is one of the sub-dimensions of teacher performance.
Support, achievement, and task cultures positively and significantly affect teacher
performance.
