As in every organization, leadership plays the most important role in conducting business in school organizations as well. Organizations reach their goals more effectively and more efficiently when they are effective. The aim of this study is to assess data regarding qualities and training of effective school leaders. To achieve this end, a qualitative study was designed and related data were collected. A form consisting of six open-ended questions was developed as a data collection tool. The study was conducted with a group of 26 teachers and four administrators. The data were analyzed through content and descriptive analysis. It was expected that effective school principals have strong interpersonal relationships, have leadership qualities, and are considerate in terms of social and personality traits. Some suggestions regarding the training of principals were also presented.

ÖZETBu çalışmanın amacı, OECD raporlarında yer alan ülkelere ait eğitim verilerinin, ülkelerin PISA skorlarını nasıl yordadığını araştırmaktır. Bu amaç doğrultusunda bağımsız değişken olarak ülkelerin sınıf başı öğrenci sayısı, öğretmen başı öğrenci sayısı, öğrenci başı yıllık harcama, öğretim süresi ve öğretmen maaşları olarak alınırken, bağımlı değişken olarak da, PISA matematik, okuma ve fen skorları kullanılmıştır. OECD'ye üye olan ülkelerden 26 ülkenin 2006, 2009 ve 2012 yılı verileri kullanılmıştır. Verilerin analizinde regresyon analizi ve ANOVA kullanılmıştır. Yapılan doğrusal regresyon analizi sonucunda, PISA matematik, okuma ve fen skorlarını anlamlı olarak yordayan tek ortak değişkenin öğretmen maaşı olduğu ortaya konulmuştur. Öğretmen maaşına ek olarak sınıf başı öğrenci sayısı (SBÖS) matematik ve okuma skorlarını anlamlı olarak yordamaktadır. Bu sonuçlara göre öğretmen maaşının artması PISA'nın tüm skorlarını pozitif olarak etkilerden, SBÖS ise PISA matematik ve okuma skorlarına negatif bir etki oluşturmaktadır. Anahtar Kelimeler: OECD ülkeleri, ülkelerin eğitim verileri, PISA EVALUATING OF PISA RESULTS BASED ON OECD DATA ABSTRACTThe purpose of this study is to explore to what extent PISA scores are predicted by the educational investments of countries which are available in OECD reports. Accordingly, teaching time, teacher salary, annual expenditure on educational institutions per student (AEPS), number of students per teaching staff (SPTS), and estimated class size were set as independent variables while PISA scores of countries (mathematics, reading, and science scores) were accepted as dependent variables. The data obtained from the reports prepared for a total of 26 out of around 40 OECD member countries (i.e. PISA scores of the countries in 2006, 2009, and 2012) were analyzed. Linear regression method was employed to predict the related PISA scores. Findings of the study indicated that teacher salary is a common variable that statistically influences predict students' achievement in mathematics, reading, and science. Class size has revealed another variable that has a significant impact on predicting their achievement in mathematics and reading. All in all, teacher salary has proved a positive impact on students' performance in mathematics, reading, and science while class size negatively influences their performance in mathematics and reading. Key Words: OECD countries, Education datas, PISA.* Bu çalışma X. Ulusal Eğitim Yönetimi kongresinde bildiri olarak sunulmuştur. * * Kahramanmaraş Sütçü İmam Üniversitesi, Eğitim Fak., Eğitim Yönetimi Teftişi Planlaması ve Ekonomisi Bölümü, Eğitim Fak., İzzet DÖŞ, Erkan Hasan ATALMIŞ 433 1.GİRİŞEğitim hem bireye hem de topluma yönelik bir yatırımdır. Eğitim uzun vadeli, getirisi en çok olan yatırımlardan biri olup, özde bireye, genelde topluma hizmet üreten bir süreçtir. Eğitim alanında yapılan harcamalar, yatırımlar aynı zamanda eğitim çıktıları üzerinde de etkili olup, ülkelerin kalkınmalarında önemli roller oynamaktadır. Bu bağlamda gelişmiş ve geli...

Inspection is the control of to what extent organizational objectives has been achieved. There are different types of inspection varying from aim to process and risk-based inspection is SUMMARYDifferent definitions have been made for supervision; understanding whether organizational objects are appropriate for predetermined principles and rules in accordance with adopted purposes (Aydın, 2000), the process of controlling human behaviors on behalf of the public and organizations (Taymaz, 2012), a control method of behaviors on behalf of the public interest (Bursalıoğlu, 2012). In short supervision is the process of control whether organizational objects are reached or not. In the other definition; supervision is said to include encouraging teacher development; choosing, reviewing and improving learning objectives, teaching materials and teaching methods and evaluating teaching (Harris, 1963. Translator: Oktay, 1999.According to Uyar (2006), Risk-Based Supervision is a process focusing on business risks, direction and control of these risks. In the inspection risk-based approach, inspectionors focus on the main risks of the company and systems that provide control and management of these risks (Uyar,2006). In risk-based supervision,

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