Abstract:

The purpose of this research is to examine the views of primary school administrators about academic achievement in order to increase academic success in early childhood. The research was conducted with 35 primary school principals in five central districts of Mersin province in the 2015-2016 academic year. The research data were collected by a semi-structured interview form consisting of open-ended questions developed by the researcher to primary school principals, primarily as a result of extensive field literacy screening. In this study, the descriptive analysis method was used from qualitative research methods and frequency analysis was used from content analysis types in the data analysis process. During the analysis process; school administrators; opinion was taken about their perceptions of academic achievement, students' academic achievement expectations, their applications to increase academic achievement, and what else could be done. School principals, as a high participant, expressed academic success as course success and school success. Academic success is expected to be gained from the students' priorities. The most common practice in academic achievement-enhancing schools is reinforcement courses. Managers stated that school-family relations should be strengthened with the most frequent attendance to increase academic success, that there is a relationship between school culture and academic achievement to achieve success, parental meetings and home visits are conducted to establish school-family relations.

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