An experimental study examining the effectiveness of an instructional leadership training program for school principals

Abstract

This study examined the effect of an instructional leadership training program for school principals in Türkiye on teachers' perceptions. A quasi-experimental pretest–posttest control group design was employed. The experimental group comprised 23 public school principals who received training and 171 teachers working in their schools. The control group included 171 teachers whose principals received no training. The principals completed 24 hours of instructional leadership training over three months, delivered in four-hour sessions every two weeks. Data were collected using the Instructional Leadership Behaviors Scale. Analysis of covariance (ANCOVA) compared posttest scores while controlling for pretest scores, while paired-samples t-tests examined within-group changes. Results revealed significantly higher posttest instructional leadership perceptions in the experimental group than in the control group across the total scale and all subdimensions. Significant pretest–posttest increases occurred in the experimental group, whereas no significant changes were observed in the control group. Continuous leadership training incorporating presentations, coaching, group work, workshops, and practical applications is recommended.

Keywords

• Effectiveness
• Instructional leadership
• School principal
• Training program

Ethical Statement

The ethics committee approval required for the study was obtained from the Van Yüzüncü Yıl University Social and Human Sciences Publication Ethics Committee (Document date and number: 26.06.2025-2025/16-07).

Okul müdürlerine yönelik öğretimsel liderlik eğitim programının etkililiği üzerine deneysel bir araştırma

Abstract

Bu araştırmada, Türkiye'deki okul müdürlerine yönelik geliştirilen öğretimsel liderlik eğitim programının öğretmen algıları üzerindeki etkisi incelenmiştir. Araştırmada yarı deneysel ön test–son test kontrol gruplu desen kullanılmıştır. Deney grubunda eğitim alan 23 devlet okulu müdürü ve bu okullarda görev yapan 171 öğretmen, kontrol grubunda ise müdürleri eğitim almayan 171 öğretmen yer almıştır. Okul müdürlerine üç ay boyunca iki haftada bir dört saat olmak üzere toplam 24 saatlik öğretimsel liderlik eğitimi verilmiştir. Veriler Öğretim Liderliği Davranışları Ölçeği ile toplanmıştır. Grupların son test puanları, ön test puanları kontrol edilerek kovaryans analizi (ANCOVA) ile karşılaştırılmış; grup içi değişimler bağımlı örneklemler t-testiyle incelenmiştir. Bulgular, deney grubundaki öğretmenlerin öğretimsel liderlik algılarının toplam ölçek ve tüm alt boyutlarda kontrol grubuna göre anlamlı düzeyde yüksek olduğunu göstermiştir. Deney grubunda ön test–son test puanları anlamlı düzeyde artarken kontrol grubunda anlamlı değişim görülmemiştir. Okul müdürlerine yönelik sunum, koçluk, grup çalışması, atölye ve uygulamalı etkinlikler içeren sürekli mesleki gelişim programları önerilmektedir.

Keywords

• Eğitim programı
• Etkililik
• Okul müdürü
• Öğretimsel liderlik

Ethical Statement

The ethics committee approval required for the study was obtained from the Van Yüzüncü Yıl University Social and Human Sciences Publication Ethics Committee (Document date and number: 26.06.2025-2025/16-07).

References

1. AITSL [The Australian Institute for Teaching and School Leadership] (2015). Australian professional standard for principals and the leadership profiles. https://library.aitsl.edu.au/media-library/docs/default-source/documents-resources/national-policy-framework/australian-professional-standard-for-principals-and-the-leadership-profiles.pdf?sfvrsn=49cfba76_4
2. AITSL [The Australian Institute for Teaching and School Leadership]. (2022). Preparing future leaders effective preparation for aspiring school principals. https://aitslblobwebappprod.blob.core.windows.net/media-library/docs/default-source/the-standards/australian-professional-standards-for-teachers.pdf?sfvrsn=dbe0a05_1
3. Akın, U. (2020). Instructional leadership. In K.Yılmaz (Eds.), Leadership theory research and practice (pp. 523-546). Pegem Akademi.
4. Akın-Kösterelioğlu, M., & Olukçu, E. (2019). The relationship between school managers’ instructional leadership roles and teachers’ organizational identification. International Journal of Leadership Training, 2 (2), 31-43.
5. Akyol, B., & Yeşilbaş-Özenç, Y. (2021). Comparison of school administrator and teacher selection and training systems of Turkey and Singapore. The Journal of Turkish Educational Sciences,19(2), 904-925. https://doi.org/10.37217/tebd.919484
6. Amzat, I. H., Yanti, P. G., & Suswandari, S. (2022). Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia. Sage Open, 1-19. https://doi.org/10.1177/21582440221109585
7. Aramaz, C., & Çelikten, M. (2025). Türk eğitim sisteminde lider yönetici yetiştirme ve atama süreci [Leader manager training and appointment process in the Turkish education system]. Inonu University Journal of the Graduate School of Education, 12 (23), 1-18. https://doi.org/10.29129/inujgse.1601821
8. Ay, C., & Boz, A. (2022). Does instructional leadership make a difference? Investigating the relation between instructional leadership and teacher autonomy. Çukurova University Faculty of Education Journal, 51(3), 1518-1551. https://doi.org/10.14812/cufej.939224

9. Barnett, K., & McCormick, J. (2003). Vision, relationships and teacher motivation: a case study. Journal of Educational Administration, 41(1), 55-73. https://doi.org/10.1108/09578230310457439
10. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
11. Bossert, S., Dwyer, D., Rowan, B. & Lee, G. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18 (3), 34-64.
12. Bryant, D. A., & Walker, A. (2024). Principal-designed structures that enhance middle leaders’ professional learning. Educational Management Administration & Leadership, 52(2), 435-454. https://doi.org/10.1177/17411432221084154
13. Cansoy, R., Gümüş, S., & Walker, A. (2024). Challenges in implementing instructional leadership: Insights from Turkish school principals. Educational Management Administration & Leadership, 53(1), 1-25. https://doi.org/10.1177/17411432241263915
14. Cansoy, R., Polatcan, M., & Kılınç, A. Ç. (2018). An evaluation of school principals’ instructional leadership behaviors from the perspective of teachers. Educational Administration: Theory and Practice, 24(4), 579-622. https://doi.org/10.14527/kuey.2018.015
15. Carton, A. M. (2022). The science of leadership: A theoretical model and research agenda. Annual Review of Organizational Psychology and Organizational Behavior, 9, 61-93. https://doi.org/10.1146/annurev-orgpsych-012420-091227
16. Clark. D., Martorell, P., & Rockoff, J. (2009). School principals and school performance, (CALDER Working Paper No. 38). Urban Institute. https://doi.org/10.1037/e722012011-001
17. Corcoran, S. P., Schwartz, E., & Weinstein, M. (2009). The New York City aspiring principals program: A school-level evaluation. Institute for Education and Social Policy, New York University. https://doi.org/10.59656/EL-SB1157.001
18. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publishing.
19. Çınkır, Ş. (2019). İngiltere’de mevcut okul müdürleri ve müdür adaylarına verilen eğitim programlarının değerlendirilmesi [Evaluation of training provision/programs for existing and prospective school headteachers in England]. Journal of Qualitative Research in Education, 7(3), 1145-1173. https://doi.org/10.14689/issn.2148-624.1.7c.3s.11m
20. Darling-Hammond, L., LaPointe, M., Meyerson, D., & Orr, M. (2007). Preparing school leaders for a changing world: Executive summary. Stanford University, Stanford Educational Leadership Institute. https://doi.org/10.59656/EL-PP1968.002
21. DfE [Department for Education]. (2020). Headteachers’ standards 2020. UK Government. https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers/headteachers-standards-2020?utm_source=chatgpt.com
22. Dorukbaşı, E., & Cansoy, R. (2024). Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices. European Journal of Education, 59(3), 1-23. https://doi.org/10.1111/ejed.12672
23. Dutta, V., & Sahney, S. (2021). Relation of principal instructional leadership, school climate, teacher job performance and student achievement. Journal of Educational Administration, 60(2), 148–166. https://doi.org/10.1108/JEA-01-2021-0010
24. Düz, İ., & Kazak, E. (2024). Okul müdürlerinin öğretimsel liderlik davranışlarının öğretmenlerin mesleki gelişimine etkisi [The instructional leadership behavior of school principals on the professional development of teachers]. International Journal of Leadership Studies : Theory and Practice, 7(1), 12-38. https://doi.org/10.52848/ijls.1471753
25. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-24.
26. Fromm, G., Hallinger, P., Volante, P., & Wang, W. C. (2016). Validating a Spanish version of the PIMRS: Application in national and cross-national research on instructional leadership. Educational Management Administration & Leadership, 45(3), 419-444. https://doi.org/10.1177/1741143215617948
27. Gheysari, S., Hasanshahi, M., Ghaemmaghami, P., & Vizeshfar, F. (2024). Impact of blended teaching on academic achievement and well‐being in operating room students: A semi‐experimental study. BMC Nursing, 23(637), 1-11. https://doi.org/10.1186/s12912-024-02356-3
28. Glaes-Coutts, L. (2021). The principal as the instructional leader in school age educare. Leadership and Policy in Schools, 22(4), 873-889. https://doi.org/10.1080/15700763.2021.2019792
29. Guo, H., Alias, B. S., & Mamud, M. I. (2025). Interplay of principal instructional leadership, school climate, and teacher job satisfaction: Evidence from secondary schools in northwest China. International Journal of Learning, Teaching and Educational Research, 24(4), 178-198. https://doi.org/10.26803/ijlter.24.4.9
30. Gurley, K., Peters, G. B., Collins, L., & Fifolt, M. (2014). Mission, vision, values and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 1-41. https://doi.org/10.1007/s10833-014-9229-x
31. Gümüş, E., & Bellibaş, M. Ş. (2015). Amerika Birleşik Devletleri ve Kanada’da okul müdürlerinin genel profili ve mesleki gelişim faaliyetlerine katılım düzeyleri [Demographic characteristics of school principals in the U.S.A. and Canada and their level of participation in professional development activities]. Mustafa Kemal University Journal of Social Sciences Institute, 12(32), 158-179. https://izlik.org/JA35FJ92HY
32. Gümüşeli, A. İ. (1996). Factors that limit the instructional leadership of school principals. Eğitim Yönetimi, 2(2), 201-209.
33. Hallinger, P. (2003). The emergence of school leadership development in an era of globalization: 1980-2002. In P. Hallinger (Eds.) Reshaping the global landscape of leadership development(pp.1-23). Swets & Zeitlinger, https://doi.org/10.4324/9780203970935
34. Hallinger, P. (2005). Instructional leadership and the school principal: a passing fancy that refuses to fade away. Leadership and Policy in Schools, 4, 221-239. http://dx.doi.org/10.1080/15700760500244793
35. Hallinger, P. (2018). Bringing context out of the shadows of leadership. Educational Management Administration & Leadership, 46(1), 5-24. https://doi.org/10.1177/1741143216670652
36. Hallinger, P., Dongyu, L., & Wang, W. C. (2016). Gender differences in instructional leadership: A meta-analytic review of studies using the principal instructional management rating scale. Educational Administration Quarterly, 52(4), 567-601. https://doi.org/10.1177/0013161X16638430
37. Hallinger, P., & Ko, J. (2015). Education accountability and principal leadership effects in Hong Kong primary schools. Nordic Journal of Studies in Educational Policy, 3, 18-29. https://doi.org/10.3402/nstep.v1.30150
38. Hallinger, P., Liu, S., Aung, P. N., & Yan, M. (2025). A systematic review of instructional leadership research conducted with the principal instructional management rating scale (PIMRS) 1983-2024. Educational Management Administration & Leadership, Advance online publication, 1-24. https://doi.org/10.1177/17411432251358575
39. Hallinger, P., & Murphy, J. F. (1985). Assessing the instructional leadership behavior of principals. Elementary School Journal, 86, 217-248. https://doi.org/10.1086/461445
40. Hallinger, P., & Murphy, J. F. (1986). The social context of effective schools. American Journal of Education, 94(3), 328-355. https://doi.org/10.1086/443853
41. Hallinger, P., & Wang, W. C. (2015). Assessing instructional leadership with the principal instructional management rating scale, Springer International Publishing. https://doi.org/10.1007/978-3-319-15533-3
42. Haslam, S. A., Gaffney, A. M., Hogg, M. A., Rast III, D. E., & Steffens, N. K. (2022). Reconciling identitiy leadership and leader identity: A dual-identity framework. The Leadership Quarterly, 33(4), 1-15. https://doi.org/10.1016/j.leaqua.2022.101620
43. Hausman, C., Nebeker, A., McCreary, J., & Donaldson, G., Jr. (2002). The worklife of the assistant principal. Journal of Educational Administration, 40(2), 136-157. https://doi.org/10.1108/09578230210421105
44. He, P., Guo, F., & Abazie, G. A. (2024). School principals’ instructional leadership as a predictor of teacher’s professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9(63), 1-18. https://doi.org/10.1186/s40862-024-00290-0
45. Henseler, J., Christian, M. R., & Marko, S. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115–135. https://doi.org/10.1007/s11747-014-0403-8
46. Hou, Y., Cui, Y., & Zhang, D. (2019). Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review, 20, 543-558. https://doi.org/10.1007/s12564-019-09574-4
47. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. http://dx.doi.org/10.1080/10705519909540118
48. Huck, S.W. (2012). Reading statistics and research. (6th ed.). Pearson.
49. İpek, C. (2023). Eğitim sisteminde yönetici yetiştirme ve atama tartışmaları [Discussion on school principals’ training and appointment process in the education system]. Ahi Evran Akademi, 4(1), 1-18.
50. Javornik, S., & Mirazchiyski, E. K. (2023). Factors contributing to school effectiveness: A systematic literature review. Investigation in Health Psychology and Education, 13(10), 2095-2111. https://doi.org/10.3390/ejihpe13100148
51. Kesen, İ., Tokluca-Sundaram, D., & Abaslı, K. (2019). Instructional leadership vs. school principal. Seta Publishing.
52. Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the role of instructional leadership in teacher Professional development. Advanced Qualitative Research, 1(1), 63-73. https://doi.org/10.31098/aqr.v1i1.1380
53. Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Press.
54. Koyuncu, V., & Kazak, E. (2023). The relationship between management skills of school principals and school effectiveness. Trakya Education Journal, 13(3), 1536-1556. https://doi.org/10.24315/tred.1161437
55. Köybaşı, F., Beycioğlu, K., Uğurlu, C. T., & Özer, N. (2017). Principals’ school leadership behaviors: Levels of instructional support, relationship and openness. Bayburt Faculty of Education Journal, 12(24), 781-808.
56. Lee, M., Hallinger, P., & Walker, A. (2012). A distributed perspective on instructional leadership in International Baccalaureate (IB) schools. Educational Administration Quarterly, 48 (4), 664-698. https://doi.org/10.1177/0013161X11436271
57. Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060
58. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
59. Leithwood, K. (2021). A review of evidence about equitable school leadership. Education Science, 11(377), 1-49. https://doi.org/10.3390/educsci11080377
60. Liu. Y., Bellibaş, M. Ş., & Gümüş, S. (2020). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 1-24. https://doi.org/10.1177/1741143220910438
61. Lunenburg, F.C. (2010). The principal and the school: what do principals do?. National Forum of Educational Administration and Supervision Journal, 27(4), 1-13.
62. Ma, X., Shen, J., Reeves, P.L., Wu, H., Roberts, L. S., Zheng, Y., & Chen, Q. (2024). Effects of the “high impact leadership for school renewal” project on principal leadership, school leadership, and student achievement”. Educational Sciences, 14(6), 1-22. https://doi.org/10.3390/educsci14060600
63. Master, B. K., Schwartz, H., Unlu, F., Schweig, J., Mariano, L. T., Coe, J., Wang, E. L., Philips, B., & Berglund, T. (2022). Developing school leaders: Findings from a randomized control trial study of the executive development program and paired coaching. Educational Evaluation and Policy Analysis, 44(2), 257-282. https://doi.org/10.3102/01623737211047256
64. McAdams, R. P. (1998). The principalship: An international perspective. Principal, 77(3), 10-16.
65. McLure, F. I., & Aldridge, M. (2022). A systematic literature review of barriers and supports: Initiating educational change at the system level. School Leadership & Management, 42(4), 402-431. https://doi.org/10.1080/13632434.2022.2113050
66. Meyer, A., & Richter, D. (2025). Longitudinal effects of a professional development program on principals’ leadership practices: results of a baseline latent change score model. Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2024.2413119
67. MoNE [Ministry of National Education]. (2016). Ministry of national education secondary education institutions regulation. https://ogm.meb.gov.tr/meb_iys_dosyalar/2016_11/03111224_ooky.pdf
68. MoNE [Ministry of National Education]. (2021). Regulation on the selection and appointment of administrators to educational institutions affiliated with the ministry of national education. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=38297&MevzuatTur=7&MevzuatTertip=5
69. MoNE [Ministry of National Education]. (2026). Eğitim kurumları yönetici yetiştirme programı. https://akademi.meb.gov.tr/www/quotegitim-kurumlari-yonetici-yetistirme-programiquot-16-mayis039ta-basliyor/icerik/185/tr
70. Mergani, A., Camanho, A., Soncin, M., Agasisti, T., & DeWitte, K. (2025). The influence of School principals’ management on school efficiency: Evidence from Italian schools. European Journal of Operational Research, 319(1), 260-272. https://doi.org/10.1016/j.ejor.2025.06.020
71. Muswere, M., Jita, L., & Chimbi, G. (2024). School inspectors’ perspectives of their instructional leadership support to schools in Zimbabwe. South African Journal of Education, 44(3), 1-11. https://doi.org/10.15700/saje.v44n3a2409
72. Nader, M., Aziz, F., & Khanam, A. (2019). Role of instructional leadership in successful execution of curriculum: Head teachers’ perspective Global Social Sciences Review, 4(4), 317-323. https://doi.org/10.31703/gssr.2019(IV-IV).41
73. NPBEA [National Policy Board for Educational Administration]. (2015). Professional standards for educational leaders 2015. https://www.nysed.gov/sites/default/files/professional-standards-for-educational-leaders_2015.pdf
74. Ng, D. (2019). Instructional leadership. In T. Townsend (Eds.), Instructional leadership and leadership for learning in schools, (pp. 15-48). Palgrave Studies on Leadership and Learning in Teacher Education. https://doi.org/10.1007/978-3-030-23736-3_2
75. OECD [Organisation for Economic Co-operation and Development]. (2009). Improving school leadership: The toolkit. OECD
76. Owen, J. (2022). Liderlik becerileri el kitabı The leadership skills handbook. (B. Cebeci, Trans.). The Kitap.
77. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
78. Puruwita, D., Jamian, L. S., & Aziz, N. A. (2022). Instructional leadership practices and teachers’ job performance at higk-performing vocational schools in Indonesia: A conceptual framework. Asian Journal of University Education, 18(3), 585-596. https://doi.org/10.24191/ajue.v18i3.18946
79. Qadach, M., Schechter, C., & Da’as, R. A. (2019). Instructional leadership and teacher’s intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 1–18. https://doi.org/10.1177/1741143219836683
80. Recepoğlu, E., & Kılınç, A. Ç. (2014). Türkiye’de okul yöneticilerinin seçilmesi ve yetiştirilmesi, mevcut sorunlar ve çözüm önerileri [Raising and selecting school administrators in Turkey, present problems and solutions]. Turkish Studies, 9(2), 1817-1845. http://dx.doi.org/10.7827/TurkishStudies.6136
81. Sağlam, A.Ç. (2021). Okul örgütü ve yönetimi. In H.B. Memduhoğlu & K. Yılmaz (Eds.), Türk eğitim sistemi ve okul yönetimi (pp. 200-233). Pegem Akademi.
82. Savaş, G. (2019). Okul yöneticisi yetiştirmede dünyadaki eğilimler ve Türkiye için öneriler [Tendencies in training of school principals in the world and suggestions for Turkey]. International Journal of Leadership Studies: Theory and Practice, 2(1), 59-72.
83. Sanchez, J., & Watson, J. (2021). Effective instructional leadership practices in high performing elementary schools. Journal of School Administration Research and Development, 6(2), 60-70. https://doi.org/10.32674/jsard.v6i2.3975
84. Shaked, H. (2024). Enabling factors of instructional leadership in subject coordinators. Journal of Educational Administration, 62(2), 239-254. https://doi.org/10.1108/JEA-09-2023-0223
85. Spillane, J. P., Hallett, T., & Diamond, J. B. (2003). Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. Sociology of Education, 76(1), 1-17. https://doi.org/10.2307/3090258
86. Stemler, S. E., Bebell, D., & Sonnabend, L. A. (2011). Using school mission statements for reflection and research. Education Administration Quarterly, 47(2), 383-420. https://doi.org/10.1177/0013161X10387590
87. Sümer, N. (2000) Yapısal eşitlik modelleri: temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and applications]. Türk Psikoloji Yazıları, 3(6), 49-73.
88. Şahin, S. (2011). The relation between instructional leadership style and school culture (İzmir case). Educational Sciences: Theory & Practice, 11(4), 1920-1927.
89. Şişman, M. (2004). Öğretim liderliği. Pegem A.
90. Şişman, M. (2016). Şişman instructional leadership behaviors scale: validity, reliability and norm study. Educational Administration: Theory and Practice, 22(3), 375-400.
91. Teo, T. S. H., Srivastava, S. C. & Jiang, L. (2008). Trust and electronic government success: an empirical study. Journal of Management Information Systems, 25(3), 99–132. https://doi.org/10.2753/MIS0742-1222250303
92. Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: investing in school principals, Educational Studies, 45(1), 1-16. https://doi.org/10.1080/03055698.2017.1382332
93. Toikka, T., & Tarnanen, M. (2024). A shared vision for a school: developing a learning community”, Educational Research, 66(3), 295–311. https://doi.org/10.1080/00131881.2024.2361412
94. Ugurlu, C. T., & Abdurrezzak, S. (2016). Examining the impact of school leadership behaviors and practices on school effectiveness according to teachers’ perceptions. Cumhuriyet University Faculty of Science and Letters Social Sciences Journal, 40(1), 215-242.
95. UNESCO [United Nations Educational, Scientific and Cultural Organization]. (2024). Global education monitoring report, leadership in education: lead for learning. UNESCO.
96. Wahab, J. A., Mansor, A. Z., Hussin, M., & Kumarasamy, S. (2020). Headmasters' instructional leadership and its relationship with teachers performance. Universal Journal of Educational Research, 8(11), 97-102. https://doi.org/10.13189/ujer.2020.082112
97. Wanzare, Z., & Da Costa, J. L. (2001). Rethinking instructional leadership roles of the school principal: Challenges and prospects. Journal of Educational Thought, 35(1), 269-295. https://doi.org/10.55016/ojs/jet.v35i3.52748
98. Whipp, P. R., & Salin, K. (2018). Physical education teachers in Australia: Why do they stay? Social Psychology of Education: An International Journal, 21(4), 897–914. https://doi.org/10.1007/s11218-018-9443-0
99. Yaman, E., & Ezer, Ö. (2015). The relation between instructional leadership behaviours of middle school principals and organizational commitment of teachers according to teacher perceptions. Bayburt Journal of Education Faculty, 10(1), 39-54.
100. Ylimaki, R. M. (2007). Instructional leadership in challenging US schools. International Studies in Educational Administration, 35(3), 11-19.