Views of School Administrators Regarding the Assignment of School Principals

Abstract

<p style="text-align: justify;">The aim of the study is to determine views of principals regarding assignment procedure. Data were gathered with the implementation of semi-structured interview forms from 14 administrators in the center of Konya according to ‘Purposive sampling’ method. The data were analyzed by content analysis and the following findings have been reached. There should be criteria such as an examination (written and verbal), developing projects related with the school, receiving academic or in-service training in administration, having experience as assistant principal, preparation of evaluation forms aiming at objectivity and improvement, election of the assistant principal by the principal without any intervention among the successful ones from the written exams, appointment of administrators instead of assignment, acceptance of school administration as a profession, regulations respecting of the objectivity, justice and equality. It is recommended that similar studies be conducted through quantitative research.</p>

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“…Leithwood and Jantzi (2005) in their review argue that school size may significantly affect leadership. Moreover, Yildirim (2018) found both positive and negative opinions among principals according size and type of school. Within this context, this study also centres on a specific research question: Q3: Do the size and type of school influence the differences in the evaluation of the selected dimensions of school culture?…”

“…Bush, 2016;Heikka, Waniganayake, and Hujala, 2021;Wu and Shen, 2022;Yavuz and Gulmez, 2018) As stated by Sun and Leithwood (2012), improving student achievement has become the focus of policymakers in many jurisdictions. Effective school leaders have a strong, positive influence, directly or indirectly, in improving schools and their outputs (Pont, Nusche and Hopkins, 2008;Leithwood, Day, Sammons, Harris, and Hopkins, 2006b;Yildirim, 2018). Increased focus on school autonomy, education and its outputs has also raised the importance of the role of school leaders in managing schools and in turn, necessitates a reassessment of their role in shaping school culture at the time of implementation of a new school development plan.…”

Türkiye, Fransa, İngiltere, Finlandiya, Güney Kore ve Yunanistan’daki Okul Yöneticilerinin Yetiştirilme ve Atanma Süreçlerinin Karşılaştırılması

“…Özellikle Türkiye'de Cumhuriyet'in ilanından itibaren okul yöneticilerinin seçimi, yetiştirilmesi ve atanması konusunda birçok model ve önerilere rağmen okul yöneticisi yetiştirilme ve atama sorunu çözülememiş, bu konuda arayışlar devam etmiştir. İlgili literatürde okul yöneticiliği seçimi, yetiştirilmesi ve atanması konusunda Türkiye'de birçok çalışma yapılmıştır (Akın, 2012;Aslan, 2009;Altın ve Vatanartıran, 2014;Balyer ve Gündüz, 2011;Baş, 2011;Bozkurt, 2005;Bozkurt ve Bellibaş, 2016;Cemaloğlu, 2005;Çınkır, 2002;Gülmez ve Yavuz, 2016;Işık, 2003;Kahraman, 2016;Karip ve Köksal, 1999;Korkmaz, 2005;Pelit, 2013;Recepoğlu ve Kılınç, 2014;Süngü, 2012;Savaş, 2019;Türkmenoğlu ve Bülbül, 2015 ;Yildirim, 2018) bu araştırmalardan bazılarıdır. Bu çalışmalarda, okul yöneticisi atama model önerileri, okul yöneticisi seçiminde yaşanan sorunlar ve Türkiye ile diğer ülkelerde ki okul yöneticilerinin yetiştirilme sistemleri incelenmiştir.…”

Is the Education Quality in Indonesia Equal? An Analysis on the Findings of Principal Partnerships Program

“…The partnerships produce a definite increase in the achievement of school goals (improvement in achievement, behavior, students' attendance, parents' participation and the community in school activities and various other activities). Effective school can be achieved through effective leadership (Yildirim, 2018).…”