INVESTIGATION OF CLASSROOM TEACHERS' LEADERSHIP PERCEPTIONS

Abstract

This study aims to reveal the level of perceptions and expectations of administrators and teachers regarding the leadership roles of teachers working in primary schools. In this study, the evaluation of primary school teachers' levels of teacher efficacy and teacher leadership, determining the relationship between their views on teacher efficacy and their expectations and perceptions about teacher leadership roles, determining whether their views on teacher efficacy predict their expectations and perceptions on teacher leadership roles, their views on teacher efficacy and teacher leadership roles. It is aimed to examine the expectations and perceptions of leadership roles in terms of various variables (gender, age, professional seniority, type of school worked). The aim of this study is to examine classroom teachers' perceptions of classroom leadership skills according to "gender, marital status, leadership education level, managerial experience, professional seniority" variables. Teacher leadership is an important factor that can possibly improve the quality of teaching, so empirical studies of teacher leadership should focus on the impact of teacher leaders' formal and informal roles on classroom and school development. It can be said that this study is a study that examines the formal and informal roles of teachers that affect classroom development. Examining classroom teachers' views on classroom leadership skills is that there is a relationship between their perception of competence in a skill or activity and success in that skill or activity. This quantitative study is a scanning model.