The purpose of this study is to investigate the impact of instructional leadership and school culture in school-level, and academic self-efficacy and socioeconomic status in student-level on academic achievement. The study conducted with 194 teachers and 948 students at 30 schools in Çankırı province. The sample was composed of stratified sampling technique considering the number of teachers and students in schools. In the 2017-2018 academic year, teachers responded to the Organizational Culture Scale, Instructional Leadership Scale, and Collective Teacher Efficacy Scale. Additionally, students responded to the Academic Self-Efficacy Scale. For academic achievement, we used students' averages scores related to six courses. We checked five hypotheses in the study and analyzed them with two-level structural equation modeling. The findings showed that socioeconomic status, academic self-efficacy, and collective efficacy of teachers had a significant effect on the students’ average academic achievement scores. Another result indicated that perceptions of teachers about school principals’ instructional leadership had a significant effect on organizational culture perceptions. Moreover, perceptions of the organizational culture of teachers had a significant effect on their perception of collective efficacy.

Keywords: Efficacy, Instructional leadership, School culture, Socioeconomic status, Academic achievement