Discussion
Teachers’ perceptions on principals’ transformational leadership behaviors were evaluated in this study and a number of results were obtained. As far as idealized influence behaviors of principals are concerned, principals are believed to be considerate enough to take care of their followers and teachers’ professional needs. As can be seen here, the teachers trust their principals and they have great belief in their efforts to move their schools forward. It can also be inferred from the teachers’ statements that the principals respect the teachers and they do not want to use the formal power against them. The teachers also state that the principals are good role models and although they are busy with office and paper work all day long, they always deal with the teachers’ problems. Eventually, it can be inferred that the principals demonstrate idealized influence behaviors highly at school. It may stem from the quality of education that the principals take. Currently, a great number of school principals have at least master’s degree in educational management field. During their education, they have many courses ranging from human relations and management to educational finance. In fact, it is good to see that the principals consider themselves as equal members of an academic unit. As understood, principals are usually busy with office work or paper work. It can be because of central body of the national educational system in Turkey. In that structure, they have sometimes no flexibility to do more.
When principals’ inspirational motivation behaviors are concerned, it can be understood that they motivate teachers well. Principals are also believed to set high academic standards by visualizing success stories on the walls. It is also probably because of the quality of education that current principals take. During their education, they learn how to motivate teachers and communicate standards to everyone at school settings. However, they are also blamed on losing their enthusiasm after some official barriers. This