Abstract:

In this study, it is aimed to evaluate the regulations made for the appointment of school administrators by the teachers, who are the most important stakeholders of education, and to determine teachers' opinions to contribute to the new appointment policies. The phenomenological design, among the qualitative approaches, which enables to investigate the topic in depth was prefered. The study group consisted of totally 22 teachers, selected from different schools by random method, 5 primary school teachers, 5 secondary school teachers and 12 high school teachers from different branches, in-service in Beşikdüzü and Vakfıkebir districts of Trabzon Province. The data were collected with a semi-structured interview form created by the researcher. The obtained data were analysed with the content analysis technique. Considering the views on the competencies of the school administrators in the research, the high level of sense of justice in the personal dimension, having a master's degree in educational management in the professional dimension, and being able to communicate effectively in the social dimension are the prominent findings. In terms of the results related to the positive aspects of the appointments made according to the regulation, it has been claimed that the written exam increases the justice and trust, and the interview measures the communication and self-expression skills. In the evaluations regarding the negative aspects, it has been stated that the written exam contains excessive legislative information and the interview causes nepotism. In the recommendations related to the appointment procedure, applying both written examination, and written examination with interview have been the recommendations with the highest frequencies.

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