Abstract:

This study is a phenomenological research aiming to describe the meaning of school headship based on the opinions of school principals who have experienced this profession. The data were obtained via interviews with 14 school principals who were determined by the maximum diversity sampling, through the interview form developed by the researcher. Findings obtained through content analysis were grouped under seven themes. Participants' reasons for choosing the headship are based on intrinsic motivation or being useful to education. The most difficult / challenging aspect of the headship is the subjects within the scope of "management of the school organization". Public school principals emphasized the difficulties of meeting the basic needs such as finding the necessary budget, providing cleaning staff for the school to be ready for education, while private school principal emphasized the needs to increase the quality of education such as system laboratory. Finding time for instructional leadership is a serious challenge for some principals. Findings about the most enjoyable aspects are, in general, to see that the studies have been successful, to see that students, parents and teachers are happy, and to receive positive feedback. Participants attribute meaning to being a principal based on their experiences; in addition to meanings such as being leader and representative, they also attribute to routine roles such as being responsible for everything and meeting the needs of the school. One of the attributed meanings is to work without time limits. Principals mostly experience positive feelings for being the principal. It was determined that the participants were satisfied with being an administrator despite their difficulties. Suggestions were developed in line with the findings.

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