Research Information System
UNIVERSAL JOURNAL OF EDUCATIONAL RESEARCH, vol.4, no.4, pp.675-682, 2016 (Scopus)
Attempts have been made to identify behavior
patterns peculiar to leadership by many institutions and
organizations; also numerous studies have been conducted in
this area. Of all these organizations, The Interstate School
Leaders Licensure Consortium (ISLLC) identifies the
definitive standards of school leadership. Examining these
standards in detail, Mid-continent Research for Education
and Learning (McREL) has developed new behavior patterns
and focuses on student success related to school leadership;
accordingly, in 1998 the Balanced Leadership Framework
was suggested as a new leadership approach. In accordance
with this framework, to know what to do is not generally
considered sufficient to transform classes and schools. It is
also significantly important for leaders to know why some
actions are necessary, when they need to be applied, and how
to apply them in classes and schools skillfully. Hence, the
Balanced Leadership Framework has been developed to
specify school leaders’ own leadership behaviors and to
benefit from the research aiming to establish effective school
leaders. Thereby, McREL, after the meta-analysis, identifies
21 leadership responsibilities. In this study, after reviewing
the literature, a qualitative analysis related to the 8 leadership
responsibilities (Culture, Ideals and Beliefs, Communication,
Visibility, Input, Relationships, Situational Awareness,
Affirmation) that are necessary to form the Purposeful
Community has been made. 15 teachers have been asked
how leadership responsibilities affect student success and the
results are discussed in this study. As a result, the effects of
these 8 leadership responsibilities on student success have
been clarified explicitly.