Abstract

• The main objective of the study was to develop a proposed model for principal leadership practices for teacher collegiality in basic education schools. Principal leadership practices were studied with five domains based on school-level leadership practices developed by Belchetz and Leithwood (2007), Day and Sammons (2010) and Leithwood (2012). Teacher collegiality was examined with eight dimensions based on the teacher collegiality scale developed by Barth (1990), Little (1990) and Shah (2011). Mixed methods research was used. Two sets of questionnaires: questionnaire (1) for principals and questionnaire (2) for teachers were utilized. Four-point Likert scale was employed. By using simple random sampling, 33 principals and 390 teachers were selected as participants. The value of Cronbach’s alpha for principal leadership practices was .92 and for teacher collegiality was .93. Descriptive statistics, correlation and regression analysis were employed to interpret the quantitative data. Interview forms for principals and teachers were used in qualitative study. Principals practice to a moderate extent in the leadership practices. The leadership practices of MEd degree holder principals were significant from MA/MSc degree holder principals (p<.01, d=.96) and BEd degree holder principals (p<.01, d=.47). The principals who had 16-20 years of administrative service were significant from those who had 6-10 years of administrative service (p<.001, d=.98) and those who had 11-15 years of administrative service (p<.001, d=.47). Teachers practice to a moderate extent in collegiality. There was a positive relationship between principal leadership practices and teacher collegiality (r=.682, p<.01). The results showed that the domains of principal leadership practices appeared as predictors for teacher collegiality. Qualitative results revealed that principals provided teacher collegiality by supporting mutual trust among teachers, promoting a culture of openness, and organizing teachers to work on instructions for student achievement. Finally, a proposed model for principal leadership practices for teacher collegiality could be developed.