CHAPTER 3- PYGMALION EFFECT OF SCHOOL PRINCIPALS' INSTRUCTIONAL LEADERSHIP BEHAVIORS ON STUDENTS (80)
Aysun BAY DÖNERTAŞ
Ali BALCI
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APA
Dönertaş, A., Balcı, A. (2023). Chapter 3 Pygmalion Effect of School Principals' Instructional Leadership Behaviors on Students. In M. E. Camargo (Ed.), Academic Research & Reviews in Social, Human and Administrative Sciences -II- (pp. 80-119). Ankara, Türkiye: Global Academy Publishing House. https://dx.doi.org/10.59740/academy.21
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Introduction
It is well known that people have lived in small or large communities from the beginning of time. Each has its own type of governance and varied names such as family, tribe, clan, principality, empire, and state. Bennis (2009, 4) describes the scenario thus:
There is a more nuanced understanding of leadership
nowadays. It is possible to live on an isolated island without
leading. Two fully compatible persons are likely to get along
well and even improve the environment in which they reside.
Someone must lead three or more persons stranded on a
deserted island. However, regardless of how closely
companies interact, someone must bring the players back
into the dance and make the final judgments.
Just as communities need leaders for their management, it is a fact that educational organizations, specifically schools, also need qualified leaders for their management. It can be said that school administrators are expected to act as leaders who initiate action and help create the necessary conditions for others to take action (Balcı, 2007). In this way, the school's primary function of providing individuals with self-actualization skills can be more effectively fulfilled.