Abstract:

The aim of the study is to determine the contribution of school administrators working in Şanlıurfa to the professional development of teachers. According to the survey model, data from 493 school administrators working in a primary school, secondary school and high schools during the 2017-2018 education period were collected with a form prepared on the internet. As a result of the research, it was determined that school administrators frequently contribute to the professional development of teachers. In Şanlıurfa, 63.50% of school administrators support teachers' professional development at frequent and always levels. It was determined that the most frequent activity of the school administrators was to review the relevant sources and to inform the teachers about educational innovations. The least frequent activity was to develop an example course to develop teachers. There was no difference in perceptions of school administrators according to gender, duty, seniority, type of school, education and branch.

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