The Relationship Between School Principals’ Instructional Leadership and Instructional Supervision Behaviors: The Case of Northern Cyprus from a Sustainable Education Perspective

This study aims to examine the relationship between school principals’ instructional leadership and instructional supervision behaviors based on teachers’ perspectives. This research was conducted using a quantitative relational survey design with 252 teachers working in public primary schools in the Turkish Republic of Northern Cyprus. Data were collected using the Instructional Leadership and Instructional Supervision scales. Descriptive statistics, t-tests, ANOVA, Pearson correlation, and multiple regression analyses were employed. The findings indicate that principals demonstrate high levels of both instructional leadership and supervision behaviors. A very strong, positive, and statistically significant association was found between instructional leadership and instructional supervision (r = 0.943, p < 0.001). Furthermore, instructional leadership was identified as a significant predictor of instructional supervision. The findings indicate that there is a strong association between instructional leadership and instructional supervision. Although these practices may theoretically contribute to continuous school improvement, educational sustainability was not directly measured in this study.