A study to examine correlation between instructional leadership and teachers' motivation: evidence from TRNC

The primary aim of the current study is to examine the correlation between the perceived instructional roles of TRNC school administrators and teachers' motivation levels. It should be emphasized that 450 teachers actively teaching at TRNC primary and secondary levels during the 2023–2024 academic year constituted the study sample. Results indicated that teachers perceived the instructional roles of their school administrators as “very high,” with identifying and sharing goals receiving the highest mean score. Similarly, teachers' motivation levels were high, except in the economic dimension. Findings indicated that the participating teachers showed statistically significant differences in age and level of education when evaluating their school administrators' instructional leadership roles. Furthermore, test results also suggested that participating teachers demonstrated statistically significant differences to their age and level of education. The Spearman correlation test results revealed a strong, positive, and significant relationship between the two concepts, indicating that instructional leadership roles had a significant positive relation on teachers' motivation levels.