The Relationship Between School Principals’ Instructional Leadership Traits and School Climate From The Perspective of Physical Education Teachers

The purpose of this study is to examine the relationship between school principals’ instructional leadership characteristics and school climate from the perspective of physical education teachers. The study population consisted of physical education teachers working in public and private middle and high schools in the provinces of Antalya, Burdur, and Isparta, while the sample group comprised 723 individuals randomly selected from this population. The data collection tools used were a personal information form, the Shared Instructional Leadership Scale, and the Collaborative Climate Scale. The data were analyzed using IBM SPSS 22.0 software. Pearson correlation analysis was applied to identify the relationship between the continuous variables in the study. The results of the study revealed that the collaborative school climate has an internally strong and integrated structure, while instructional leadership demonstrated low-level but significant positive relationships with this structure. The findings suggest that the effect of instructional leadership on school climate operates not through a direct and strong mechanism, but rather through an indirect and multifactorial process. In this context, the study contributes to the literature by revealing that the relationship between instructional leadership and school climate exhibits a more complex and multilayered structure, offering both theoretical and empirical insights.