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

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.