and School Culture (İzmir Case)

Şahın Semiha

Abstract: The purpose of this study is to examine instructional leadership and school culture in CLS and to determine whether instructional leadership explains the culture of the school. This is a quantitative investigation and the instruments named "Instructional Leadership Inventory" and "Inventory of School Culture" was used for this study. The inventories were applied to 157 urban elementary schools where teachers worked the six Curriculum Laboratory Schools (CLS) in İzmir. The overall statistical findings indicated that teachers tend to perceive the instructional leadership style of their principals (M.=3.39-3.64) and the culture of their schools (M.=3.A3.-4.00) positively. There is no significant difference among groups as teachers' age and length of service. There is a positive and high level relationship between the principals instructional leadership style and school culture. The results indicate that instructional leadership statistically has a significant influence upon all factors of school culture. As a factor of school culture, school leadership was most significantly influenced by instructional leadership.

Keywords: Instructional Leadership; School Culture; School Leadership

总 结：

1、本研究通过定量调查以及“教学领导行为量表”和“学校文化”两种方式，对伊兹密尔教师工作在六个课程实验室的157所城市小学进行调查研究。旨在探讨教学领导与学校文化以及确定是否教学领导能解释学校文化。

2、总体统计结果表明，教师往往能觉察到他们校长的教学领导风格和学校的积极文化。在教师的年龄和工龄的组之间并没有显著差异。在校长教学领导风格和学校文化之间有一种积极的并且是高水平的关系。结果表明，教学领导对学校文化的所有因素都有重要影响。作为学校文化的一个因素，学校领导受到了教学领导最大的影响。

来源:Educational Sciences: Theory & Practice. Autumn2011, Vol. 11 Issue 4, p1920-1927. 8p.