Exploring of the Relationship Between School Administrators' Inclusive Leadership Behaviours and Teachers' Autonomy

This study aims to investigate the correlation between school administrators' inclusive leadership behaviors and teacher autonomy as seen by teachers. The relational survey model, a quantitative research method, was used to conduct the study. The model is based on a sample of 390 teachers working in primary, secondary and high school type schools in Şehitkamil district of Gaziantep in the 2023-2024 academic year. The study utilised the Personal Information Form, the Inclusive Leadership Scale, and the Teacher Autonomy Scale as instruments for data collection. The examination of participants' perceptions of inclusive leadership based on gender was performed using Student's t-test and Welch's t-test.The study employed many analytical techniques, including independent sample t-tests, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression analyses. The predictive relationship between the perception of inclusive leadership and teacher autonomy was determined through the implementation of simple multiple regression analysis. The study's findings indicated that male teachers perceived school administrators as more supportive leaders compared to their female counterparts. The analysis demonstrated a favorable correlation between all sub-dimensions of inclusive leadership and the sub-dimensions of the teaching process, in addition to the rights and duties associated with teacher autonomy.