EVALUATION OF TEACHERS’ OPINIONS ON SCHOOL PRINCIPALS’ VIRTUOUS LEADERSHIP BEHAVIORS

Abstract

In general terms, leaders who possess virtuous leadership qualities can be defined as individuals who distinguish between good and bad, act sensitively towards people in their organization with a sense of justice, and closely address issues and needs. This study aims to examine teachers’ opinions regarding the virtuous leadership behaviors of school principals. Using a qualitative research method, interviews were conducted with 18 teachers in the Kızıltepe district of Mardin province and the Gölbaşı district of Adıyaman province. Data were collected through a semi-structured interview form and analyzed using descriptive analysis. The findings reveal that teachers define virtuous leadership with values such as justice, honesty, empathy, and reliability. The study indicates that in schools where principals exhibit virtuous leadership behaviors, motivation, collaboration, and success increase, whereas in their absence, distrust and inefficiency emerge. Additionally, it was determined that the virtuous behaviors of school principals positively impact the school climate. The study offers recommendations for educational management policies and leadership training programs.