The Problem of Training School Administrators in Turkey: Can Graduate Programs in Educational Administration Be a Solution?

Abstract

In the context of training school administrators

particularly in developed countries

significant responsibilities are assigned to the discipline of educational administration. In this regard

the primary aim of this study is to re-examine

based on the views of school principals and vice principals who have participated in educational administration graduate programs in Turkey

the function of such programs in the process of training school administrators

and to develop solution proposals. The study was designed as a case study

one of the qualitative research methods

and the study group consists of 19 school administrators working in the city center of Siirt

selected using criterion sampling and maximum variation sampling techniques. Data were collected through face-to-face interviews with the school administrators using a semi- structured interview form prepared by the researchers. Analyses were conducted using the content analysis technique. As a result of the analyses

it was determined that there have been no programs or training aimed at training school administrators in our country from past to present

that merit is not prioritized in the school administrator appointment processes

that the national exams used have limited influence in school administrator selection

and that the interviews lack transparency. In this context

according to the participating school administrators

educational administration graduate programs must assume responsibility in filling this gap. Among the main findings of the study is the view that educational administration academics should take on a mentoring role and provide guidance to school principals before and during their appointments. In conclusion

channeling educational administration graduate programs into the processes of training and appointing school administrators is of great importance in creating effective schools

training qualified school administrators who can employ leadership skills

and ensuring the efficient use of time

resources

and energy spent on schools.