The Influence of Instructional Leadership Behavior of School Administrators on Perceived Collective Competencies of Teachers and The Level of Organizational Learning

The primary aim of this study is to determine the influence of the instructional leadership behaviors of primary school administrators on collective competencies and organizational learning. The data are collected using three scales: Instructional Leadership scale developed by Demiral (2009), Collective Competency scale which is the adaptation of the scale developed by Kurt (2009) and the Organizational Learning scale. The sample consists of 510 teachers who reside in Batman. The data analysis is completed by providing mean scores, frequency and percentile distribution tables and by conducting independent samples t-test, one way ANOVA, correlation analysis and multiple regression. The results of the study show that school size influenced collective competency and organizational learning while gender itself didn’t discriminate the ratings of collective competency, organizational learning, instructional leadership behavior of school administrators as perceived by teachers. Correlation analysis has shown that there is a positive correlation between instructional leadership behaviors. Apart from that, multiple regression analyses have indicated that instructional leadership behaviors of primary school administrators predict the collective competency and organizational learning as perceived by teachers. Recommendations have been made for the policy makers and practitioners.