The purpose of this study is to determine the English self-efficacy beliefs of school administrators. The research adopts the cross-sectional survey model to determine the English self-efficacy beliefs of school administrators. The sample of the study consists of 305 administrators working in schools in the districts of Konya, Turkey. In the study, the “English self-efficacy belief scale” developed by Hancı Yanar and Bümen (2012) was used to determine English self-efficacy beliefs. The measurement tool used in the study was applied in April 2022. According to the results of the study, school administrators' English self-efficacy beliefs are at a low level (the level of "very little fits"). While the level of English self-efficacy beliefs of school administrators showed a significant difference according to the variables of duty, professional seniority and administration seniority, there was no significant difference based on gender, age, educational status and school type variables. Language activities can be organized in schools with the participation of all education stakeholders in order to increase the English self-efficacy of school administrators depending on the language training to be carried out.

The purpose of this study is to determine the distributed leadership level of school administrators. The study is in the cross-sectional survey model to determine the distributed leadership level of school administrators. The sample of the study consists of 325 school administrators (principals and assistant principals) working in schools in the districts of Konya, Türkiye. In the study, the “Distributed leadership scale” developed by Hairon and Goh (2015) and adapted into Turkish by Akyürek (2022) was used to determine the level of distributed leadership. The results show that distributed leadership perceptions of school administrators were high. Moreover, distributed leadership perceptions of school administrators did not show a significant difference according to gender, age, duty, educational status, seniority of administration and school type variables. In this context, cooperation can be made with all education stakeholders, especially school administrators, and their opinions can be sought in order to carry out distributed leadership in schools more effectively on the basis of authorization, participation and sharing.