Özet:

There are continuous changes in subjects related to quality of education such as education programs, program durations, teachings methods and techniques in Turkey, however, change processes and processes of training school administrators who apply the changes in school environments are not parallel to each other. School administrators trained with an education system which doesn't serve to the changing aims of education constitute one of the obstacles of forming a more qualified education system. As school administration hasn’t become a profession yet in Turkey, no training has been required for these administrators. Four tendencies are mentioned in terms of the training of school administrators in Turkey. These are “apprenticeship model, educational sciences model, the additional criteria of Ministry of National Education (MONE) which cannot be considered as an actual training model-The mentioned application is a mechanism for sorting candidates out and changes the fundamental of traditional “apprenticeship model” in training administrators- and the final one is arbitrariness period. There is an almost arbitrariness period in Turkey in raising and selecting school administrators today. Especialy in the last regulations oral examination was brought and this points an increase in arbitrary applications. For the last fifteen years, many regulations or public mandates had been made in order to get rid of the problems related to administrator selection and training. In most of the regulations , ‘to be a teacher for some period’ and ‘to have university degree’ are the fundamental restrictions in order to apply the administrator position. candidate administrators were required to take a selection exam and it was planned to be trained them within the service. These applications, however, were not long-termed trials, since the teachers who were not educated in the subjects of management abilities and management processes, with newly completing his/her probationary period, or trainee teachers had been, also, designated as authorized principal. In summary, the fluctuations in Regulations for Administrators’ Designation and Displacement in Educational Institutions for fifteen years could not eliminate uncertainties and inconsistencies on the issue. Although different applications and arrangements were done regarding the selection, training and assignment of he school administrators during historical process; the policy of training school administrators hasn’t been able to be set up through a scientific base in Turkey. Considering the competences that school administrators have to obtain, the problems for training school administrators in Turkey have been discussed and solutions have been suggested in this study.

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