The research was planned to measure the impact of transparency of schools on attitude towards supervision. The research was conducted in state schools in Pamukkale and Merkezefendi district in Denizli. In the study, School Transparency Scale and the Attitude Scale towards Supervision in Education were used. "School transparency scale" was developed by Bozbayındır (2016). "Attitude Scale towards Supervision in Education" was developed by Uğurlu and Usta (2016). The questions in the scales were transferred to the forms prepared e-form and the data were collected with the help of these online forms. In this study, the analyses were made with multiple regression analysis. Only the courtesy dimension was predicted by the transparency dimension in practice. Implications for Research and Practice: Information transparency, evaluation transparency and the transparency in practice variables do not predict the willingness and knowledge dimensions significantly. The courtesy dimension is predicted by the transparency in practice. As the implementation transparency increases, it can be said that the inspectors are seen more kindly. School administrators should demonstrate transparency in particular.

Recent debate on skill acquisition by employees focuses on skill shortages (lacking required skills) and skills gaps (lack proficiency in the job) (Hurrell, 2015). Technical skills are not only ones considered in this context. As mostly discussed in literature, performing a job requires several technical skills that are acquired by knowledge in cognitive sense and influenced by an individual's intelligence. However, such skills are not enough for today, there is a need to have interpersonal, human, people or behavioral skills in order to apply technical ones in the workplace (Weber, Finley, Crawford, Rivera, 2009) that are not reliant on abstract reasoning, are involving interpersonal and intrapersonal abilities to facilitate mastered performance in particular contexts (Hurrell, Scholarios and Thompson, 2012). Thus, technical skills are discussed to complement with soft skills such as human, conceptual, interpersonal and leadership etc. to allow the proper expression, implementation and collaboration of knowledge assets Weber, Crawford, Lee and Dennison, 2013). Even there is not a precise taxonomy of such skills; in literature four categories are mostly used to define them as leadership/people/ relationship; communication; management and organization, cognitive skills and knowledge (Kantrowitz, 2005). In this context, the ultimate aim of this study is to discuss whether academician's soft skills (e.g. communication, interpersonal relations, openmindness, positive attitudes, teamwork, creativity etc.) have an impact on their satisfaction from their career. This study also argues that without having soft skills, how a prospective academician, here Research Assistants, could prepare his students for the future demanding more than technical skills in order to manage themselves and their careers. Proposed sample consists of research assistants who are working in a state university located in Istanbul. The importance of this study lies in the changing role of educational institutions especially universities and the changing role of academia as well.

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