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Using a qualitative case study, 11 teachers from primary schools in the 2020–2021 academic term participated. Data were collected through a five-question semi-structured interview form. Findings identified themes of vision, mission, education programs, supervision, school culture, and professional development, with subthemes derived from these categories. Keywords include instructional leadership and distance education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-are-the-expectations-of-primary-school-teachers-from-instructional-leaders-during-the-distance-education-period/593115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-are-the-expectations-of-primary-school-teachers-from-instructional-leaders-during-the-distance-education-period/593115.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to determine primary school teachers’ expectations from instructional leaders during the distance education period.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"A qualitative case study was used. The participants were 11 primary school teachers working during the 2020–2021 academic term.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes and subthemes were identified in the findings?",{"text":121,"@type":113},"Themes include vision, mission, education programs, supervision, school culture, and professional development, with subthemes specified based on these themes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593115,1792164966,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","What are the Expectations of Primary School Teachers from Instructional Leaders during the Distance Education Period?  \n*  \nBy MuhammetEmre Kılıç  \nThe aim of this research is to determine primary school teachers’ expectations from instructional leaders during the distance education period. In this study, which was formed in the context of qualitative research method, the case study was used. The participants of this study consist of 11 teachers who worked in primary schools during the 2020-2021 academic term. This data collection tool consisting of 5 questions was prepared as a semi-structured interview form. As a result of the research, the themes of vision, mission, education programs, supervision, school culture and professional development were found, and subthemes formed depending on these themes were specified.  \nKeywords: instructional leadership, primary schools, teachers, students, distance education  \nIntroduction  \nSituations such as natural disasters, economic recessions and environmental problems cause changes in organizational culture (Lunenburg & Ornstein, 2011). It cannot be said that teachers are willing to observe these changes and make new arrangements (Owen, 1987). In this context, education administrators should make efforts to solve problems and develop employees due to the nature of leadership (Bass & Stogdill, 1990; McShane & Von Glinow, 2005) . This situation can be described as the difficulties faced by teachers during the distance education period and what education administrators have to do to solve these problems.  \nEspecially during the pandemic period, life has lost its normal rhythm and education systems have experienced great difficulties (Daniel, 2020; Zhao, 2020). In addition to this, teachers have experienced negative situations such as uncertainty, sadness and anxiety (Kim & Asbury, 2020). They have had many problems such as internet connection problems, difficulties about evaluating students, difficulties in making teaching materials, and parents’ inability to collaboration (Fauzi & Khusuma, 2020) . It is thought that instructional leaders can solve these problems with their qualifications.  \nInstructional Leadership  \nThere are many leadership behaviors to increase the effectiveness and efficiency in schools or solve problems in schools. For example, ethical leadership  \n*  \nTeacher, Aydın Dogan School, Atatürk University, Turkey.  \nthat emphasizes value-based management in schools and distributed leadership that emphasizes the distribution of roles to increase the effectiveness of schools can be examples of these leadership behaviors. This presents a new vision in the context of the values, beliefs and assumptions of the school (Brown, Treviño, & Harrison, 2005; Spillane, Halverson & Diamond, 2004; Stolp, 1994).  \nOne of the leadership behaviors that increase the effectiveness of the school is instructional leadership (Purkey & Smith, 1983). Studies have revealed that positive management behavior affects students’ success positively (Blankstein, 2004; Şişman, 2002). Instructional leadership behavior, which initially appeared as controlling and coordinating educational programs, gradually became instructional leadership (Bossert, Dwyer, Rowan, & Lee, 1982).  \nWhen we examine the definitions of instructional leadership, it is about activities that directly affect student development. Therefore, the focus of leadership is the teacher. That is, instructional leadership is thought to change teacher behaviors (Leithwood, Jantzi, & Steinbach, 1999). There are two opinions about instructional leadership. The first of these views is the narrow view, which is the teacher behavior that develops the students. The second is the broad view, which is the leadership behaviors that affect teacher behavior with organizational variables such as school culture (Sheppard, 1996; Leithwood, Jantzi, & Steinbach, 1999). Narrow view includes education and training activities, while broad view includes administra","cbCaii2YbJeSiQRT","https://ap.wps.com/l/cbCaii2YbJeSiQRT","pdf",307474,16,"English","# Introduction\n## Instructional Leadership\n## Dimensions Regarding Instructional Leadership\n## Expectations of Teachers from Instructional Leadership","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine primary school teachers’ expectations from instructional leaders during the distance education period.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"A qualitative case study was used. The participants were 11 primary school teachers working during the 2020–2021 academic term.\"},{\"question\":\"What themes and subthemes were identified in the findings?\",\"answer\":\"Themes include vision, mission, education programs, supervision, school culture, and professional development, with subthemes specified based on these themes.\"}]","What are the Expectations of Primary School Teachers from Instructional Leaders during the Distance Education Period? | PDF",1792076625]