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Journals / International Journal on Lifelong Education and Leadership / 2025 / Cilt: 11 Sayı: 2

Teachers’ Perspectives on Inclusive Leadership Behaviors of School Administrators

Öğretmenlerin Okul Yöneticilerinin Kapsayıcı Liderlik Davranışlarına İlişkin Görüşleri

Hüseyin Yıldızoğlu(GAZİ ÜNİVERSİTESİ)0000-0003-1178-6662
Zühal Topcu(GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION)0000-0003-4617-2716
Pages
136–151
Publication Date
2025-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives.
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Key Findings & Data:The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers.
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Conclusion & Impact:Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Liderilk · kapsayıcılık · kapsayıcı liderlik

Abstract

The aim of this study was to examine the inclusive leadership behaviors of school administrators from teachers’ perspectives. A phenomenological qualitative design was employed, with semi-structured interviews used for data collection. The sample consisted of 20 teachers from public schools, selected through maximum variation sampling, including 5 preschool, 5 primary, 5 middle, and 5 high school teachers. Findings indicate that administrators demonstrate inclusive leadership behaviors across four themes: justice- and equality-oriented management, participatory and transparent decision-making, supportive and empowering leadership, and leadership emphasizing innovation and professional development. Teachers reported that administrators assign tasks according to competencies, prepare schedules fairly, avoid personal biases, and balance workloads. They also noted that their opinions are considered in decision-making, joint decisions are made via surveys and voting, regular meetings are conducted, and transparency is maintained. Administrators recognize teacher achievements, show genuine concern, and foster a sense of value. Regarding professional growth, participation in in-service training is encouraged, innovative approaches are adopted, and necessary teaching materials are provided. These findings suggest that administrators’ inclusive leadership supports teachers’ professional resilience, fosters a positive organizational climate, and may contribute to improved educational quality and overall school effectiveness.

Özet

Bu çalışmanın amacı, okul yöneticilerinin kapsayıcı liderlik davranışlarını öğretmenlerin bakış açısından incelemektir. Veri toplamada yarı yapılandırılmış görüşmelerin kullanıldığı fenomenolojik nitel tasarım kullanılmıştır. Örneklem, maksimum çeşitlilik örneklemesi yoluyla seçilen 5 okul öncesi, 5 ilkokul, 5 ortaokul ve 5 lise öğretmeni olmak üzere devlet okullarından 20 öğretmenden oluşmuştur. Bulgular, yöneticilerin dört temada kapsayıcı liderlik davranışları sergilediğini göstermektedir: adalet ve eşitlik odaklı yönetim, katılımcı ve şeffaf karar alma, destekleyici ve güçlendirici liderlik ve yenilikçilik ve mesleki gelişimi vurgulayan liderlik. Öğretmenler, yöneticilerin görevleri yetkinliklere göre atadığını, programları adil bir şekilde hazırladığını, kişisel önyargılardan kaçındığını ve iş yüklerini dengelediğini bildirmiştir. Ayrıca, karar alma süreçlerinde görüşlerinin dikkate alındığını, anketler ve oylamalar yoluyla ortak kararlar alındığını, düzenli toplantılar yapıldığını ve şeffaflığın sağlandığını belirtmişlerdir. Yöneticiler, öğretmen başarılarını takdir eder, gerçek ilgi gösterir ve değer duygusunu teşvik eder. Mesleki gelişimle ilgili olarak, hizmet içi eğitimlere katılım teşvik edilir, yenilikçi yaklaşımlar benimsenir ve gerekli öğretim materyalleri sağlanır. Bu bulgular, yöneticilerin kapsayıcı liderliğinin öğretmenlerin mesleki dayanıklılığını desteklediğini, olumlu bir örgütsel iklim yarattığını ve eğitim kalitesinin ve genel okul etkinliğinin artmasına katkıda bulunabileceğini göstermektedir.

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Cite This Article

Yıldızoğlu, H., Topcu, Z. (2025). Teachers’ Perspectives on Inclusive Leadership Behaviors of School Administrators. International Journal on Lifelong Education and Leadership, Cilt: 11 Sayı: 2, 136–151. https://doi.org/10.25233/ijlel.1773556

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