Abstract:

Purpose: The purpose of the research is to determine the views of students, teachers and school principals about factors affecting and the extent to which factors affect what degree to 12th-grade students' academic in the school environment during the high school preparation period. For this purpose, addressing school-related factors affecting academic success in terms of students, teachers, and administrators will provide educational administrators, who are individuals who coordinate all processes related to school, to evaluate how they manage the processes of their academic success through the eyes of students and teachers. Design/Methodology/Approach: Descriptive survey model from quantitative research methods was used in the research. A proportional stratified sampling type of stratified sampling method was used to determine the study sample. Totally 2509 participants, that is 2072 students, 380 teachers and 57 administrators, participated in the research. Findings: It was concluded that teachers think school-related factors affect students' academic achievement more than administrators and students. In this context, it can be said that the responsibility that school administrators feel towards increasing academic success is less than the teachers. According to the research results, it was concluded that students' perceptions of academic success differ according to their gender, the type of school they attend and the school's success. Teachers' and administrators' perceptions do not differ according to their gender, the type of school they work in, and the school's success. Highlights: To adapt the managerial behaviours of administrators to the era and reflect them to practice in education environments, school administrators should provide training to gain skills.

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