Abstract:

The aim of this study is to determine the opinions of school administrators on the problems experienced in school administration. In this study, phenomenology design, one of qualitative research techniques, was used. School administrators working in Şanlıurfa constitute the universe of the study. The working group of the research consists of 21 administrators working in 21 schools in Şanlıurfa. As a result of the research, it is stated that merit and respect are the most important themes in school management; It has been observed that the most important problems faced by school administrators are the implementation of laws, difficulties arising from the communication between parents and students, and economic problems. Paperwork was also expressed by the participants as another important problem area that takes the time of school administrators. Based on these findings, it is stated that school administrators should receive regular trainings in line with the legislation; It is necessary to create practices that reduce the workload of school administrators; In addition to general education activities, communication seminars for administrators, teachers and parents, projects to improve the physical structure of schools (such as EU Union, Development Agency projects) should be prepared and it was suggested that school administrators should be trained on this issue. It has been suggested that, by removing hierarchical barriers in correspondence and communication, practices supporting school and administrator autonomy should be included in order for school administrators to communicate directly. In addition, it is necessary to pay a significant level of management compensation to school administrators and to develop incentive financial policies to become managers. By establishing administrative academy-function units within the structure of the Ministry of National Education and in the provincial organization, steps were taken for the professionalization of educational administratorship, education management of all education administrators with thesis/non-thesis master's education, and the appointment of educational administrators based on an exam and merit were included.

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