Abstract:

Understanding and interpretation of life is important for man. One of the things he can do for this is to acquire critical thinking skills. Critical thinking skills can be given to man in school culture. In this study, it is tried to understand the experiences of the school administrators about the contribution of critical thinking skill to school culture. This study was conducted within the framework of qualitative research methodology and phenomenological design. Participants of the research were ten school administrators. Easily accessible case sampling and snowball (chain) sampling, among the purposeful sampling methods, were used. In the analysis of the data, descriptive analysis technique was used. In the stage of validity and reliability; triangulation, participant validation, appropriate and sufficient participation to research, expert evaluation and detailed description strategies were used. According to the study, critical thinking is considered by school administrators in school culture. Various activities are carried out for this. In the current system, there is a discrepancy between theory and practice in consisting of culture for critical thinking skill. The school administrator is expected to be a role model in consisting of a school culture based on critical thinking skill.