A Meta-analysis: School Administrators’ and Teachers’ Views on The Level of Administrators' Instructional Leadership Behaviours

Year 2022, , 23 - 38, 31.12.2022

Necdet Konan , Aslı Ağıroğlu Bakır

https://doi.org/10.25233/ijlel.1186444

Cited By: 1

Abstract

This study aims to define the effect size of school administrators' and teachers' views on the level of administrators’ instructional leadership behaviors by meta-analysis method. The main data source is master and doctorate dissertations, conducted between 2000-2019, which are in Turkish or English. As a result of scanning out of 460 studies, 37 are included in the meta-analysis. The effect size, variances, and comparison of the groups for each study are calculated. “Funnel plot” and “Orwin’s Fail-Safe N” methods are used to test publication bias. As a result of the analyses, Q-statistic is Q = 172,902, and I2 is calculated as 79 %. The effect size calculated according to the random effects model is 0, 40 in favor of the school administrators [0.27; 0.50], positive and statistically significant. This effect size value (ES = 0.40) means that the school administrators’ views on school administrators’ instructional leadership are more positive than teachers’ views.

Keywords

Effect size, school administrator, instructional leadership

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