EXAMINATION OF TEACHERS' PERCEPTIONS AND EXPECTATIONS ABOUT TEACHER LEADERSHIP ROLES

Abstract

The purpose of this study is to investigate whether teacher perceptions and expectations with respect to teacher leadership roles differ in terms of certain variables (gender, teaching branch, years of experience, number of students at school). The dimensions of teacher perceptions and expectations are institutional development, professional development, cooperation with colleagues. Regarding the research design of the study, causal-comparative design was employed. The study included 313 public school teachers from 14 different schools located in the central district of Yozgat. The results of the study revealed that, of all the teacher leadership variables regarding both perceptions and expectations, professional development dimension was scored higher than the others. This dimension was followed by cooperation with colleagues and institutional development consecutively. Teacher perceptions about teacher leadership roles significantly differ in terms of years of teaching experience and number of students at school. Last, teacher expectations regarding teacher leadership roles significantly change by gender and teaching branch of teachers.