In this research, Cummings et al. It was aimed to adapt the Resonance Leadership scale developed by (2010) to Turkish culture. The research was conducted with four different groups consisting of teachers working in primary, secondary and high schools in different provinces of Turkey. In the study, first linguistic equivalence was achieved (r=.849, p<.01), the scale was presented to expert opinion and corrections were made. The construct validity of the scale was tested with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Accordingly, as a result of (EFA), factor loadings varied between .51 and .88, and as a result of (CFA), (χ2 / df = 3.96, RMSEA = .072, NFI = 0.98, PNFI = 0.77, CFI = 0.99, GFI = 0.96, It was observed that the fit levels of the model (AGFI = 0.85, SRMR = .058) were at the desired level. Cronbach's alpha internal consistency coefficients (α=.963) and item-total correlations (r=.610-.832) revealed that the scale is a reliable measurement tool. Considering the analyzes regarding verification and reliability in the study, it can be said that the resonance leadership scale is a valid and reliable measurement tool. The Resonance Leadership Scale took its final form as a 5-point Likert type measurement tool consisting of a single factor and twelve items. In the research, Resonance Leadership Scale was applied to teachers working in Bolu (N = 787) and a descriptive analysis of the research was made with the data obtained. As a result of the descriptive analysis, it was concluded that the teachers' opinions regarding the resonance leadership levels of their principals were at the "agree" level. In the research, first of all, an attempt was made to create a conceptual framework by evaluating resonance leadership practices in educational organizations and the effects of these practices on teachers. In this respect, the resonance leadership in the training offered to managers; It can be expressed how he was able to organize the managerial practices he brought to the field with the understanding of inclusive, supportive and formative optimal leadership in the school by using behavioral science. In addition, resonant leadership can be explained as administrator attitudes and norms that can organize teachers to take an active role in accepting change in order to achieve the success of new reforms in the education system. It may be suggested that policy makers in in-service training should be informed about the effects of resonant leadership on the structuring and outcomes of educational processes and the contributions of adaptive leadership behaviors, which are integrative rather than restrictive in the school environment, to the education system.