This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.

In the study, it is aimed to determine elementary and middle school teachers', who work in the central county of Kütahya, perceptions and expectations of their leadership roles, the existence and level of the correlations between their perceptions and expectations and to what extent these teachers exhibit teacher leadership. Differences in perceptions and expectations across variables such as gender, branch, seniority, graduated school type are also researched. Data were gathered using the "Teacher Leadership Scale" developed by Beycioğlu and Aslan (2010). Quantitative data on 623 scale forms gathered from the participants have been analyzed. Findings imply that at schools, teacher leadership was exhibited to a certain degree, and the expectations of teacher leadership were higher than the perceptions. Expectations of teacher leadership did not vary across branches while perceptions did vary. Classroom teachers had higher perceptions in the sub factors of vocational development and collaboration with colleagues. Female teachers had higher perceptions and expectations of teacher leadership than male teachers. It is concluded that the results of this Özet Çalışmada Kütahya ili merkez ilçesinde görev yapan ilkokul ve ortaokul öğretmenlerinin liderlik rollerine ilişkin algıları, beklentileri, algılar ile beklentiler arasındaki ilişkilerin varlığı ve düzeyi ile bu öğretmenlerin ne derece liderlik sergilediklerinin saptanması amaçlanmıştır. Cinsiyet, branş, kıdem, mezun olunan okul türü gibi değişkenlere göre algı ve beklentilerde farklılık olup olmadığının belirlenmesi de amaçlanmıştır. Beycioğlu ve Aslan (2010) tarafından geliştirilen "Öğretmen Liderliği Ölçeği" ile veriler toplanmıştır. Katılımcılara uygulanan 623 ölçek formundan elde edilen nicel veriler analiz edilmiştir. Bulgulara göre okullarda öğretmen liderliğinin belirli düzeylerde sergilendiği ve öğretmen liderliğine ilişkin beklentilerin algılardan daha yüksek olduğu saptanmıştır. Öğretmen liderliğine ilişkin beklentilerde branşa dayalı bir farklılık saptanmazken, algılarda branşa dayalı farklılıklara rastlanmıştır. Sınıf öğretmenlerinin, mesleki gelişim ve meslektaşlarla işbirliği boyutlarında diğer branşlara kıyasla daha yüksek düzeyde algıya sahip oldukları saptanmıştır. Kadın öğretmenlerin erkek öğretmenlere göre öğretmen liderliğine ilişkin algılarının ve 1 Res. Assist.,