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Summary Discussions about the characteristics that administrators must have continued from the past to the present. While some give importance to administrative knowledge, some give importance to technical knowledge and skills about the field or social skills. If we remember that administration is human engineering, the importance of social skills in administration can be realized more easily. As you know, the source of educational administrators in Turkey is the teachers and school administrator. The method of raising a qualified educational administrator depends on raising a qualified teacher (Acar, 2002). Educational administrators play an important role in using the human and material sources effectively to reach educational institutions to their goals. To realize these missions, educational administrators are expected to have social skills. For this reason, it is believed that determining the level of social skills of educational administrators is important. It is possible that social skills of educational administrators vary according to some variables. If these differences can be evaluated, a new point of view will be reached. However, in this study, we focused on the relationship between social skill and locus of control and some personal characteristics. The fact that this subject is important in raising educational administrators and there is no study in our country, which deals with social skills with some variables, locus of control encourages us to do this study. The aim of this study is to determine whether the social skills of the candidates of educational administrators are showing differences in terms of their locus-of-control, sex, branch and participation in activities such as theatre and conference. In this study answers to the following questions were searched parallel to this general goal: The following questionnaire to be investigated in terms of candidate educational administrators total and subscale mean scores on social skills inventory; 1. Are there any differences on social skills mean scores regarding internal and external locus of control? 2nd Are there gender differences? and 3. Are there any differences for branches? The fourth. Are there any differences for participating in activities such as conferences and going to theater? Method The population of the study is the postgraduate students who are attending the MA program in the section of Educational Administration and Supervision at the Institution of Educational Sciences, at Gazi University. There are 140 students attending that program. 106 of these students were selected randomly and they are the sample of the study. In this study, the data about the sex, branch and participation in social activities such as theatre and conference was collected by the personal information form; the data about their beliefs in internal and external locus-of-control measurement by Rotter and the data about their social skills was collected by Riggio's (1989) social skills inventory. To analyze the data, t-test and one-dimensional variance analysis were used. Results When Table shows that the average of the subscores of emotional sensitivity, social expressivity and social control of candidates of educational administrator with a trend of inner locus-of-control is higher than those with the external locus-of-control. This finding shows that emotional sensitivity, social expressivity and social control vary according to internal and external locus-of-control. On the other hand, the average of the subscale of social sensitivity of candidates of educational administrators with more external trends is higher than those with more internal trends. In Table 2, a significant difference was found between the average of the subscale of emotional sensitivity of male and female candidates. This finding shows that only emotional sensitivity in the candidates changes according to sex. In other words, females have a higher level of emotional sensitivity than males. According to Table 3, there is no significant difference between the average of the total scores, scores of subscore of social skills of Social Scientists and the scores of Applied Scientics. These findings show that branch is not a characteristic of social skills. The result of the one-dimensional variance analysis in Table 4 shows that among the average scores of only social control subscale participation in activities such as theatre and conference. According to the results of the LSD test given, the average scores of the subscale of social control of candidates who “frequently” participate in activities such as theatre and conference is higher, than those who participate in such activities “sometimes” or “rarely”. Discussion and Conclusion In the study a few important findings have been revealed. These findings have been interpreted by comparing them with the findings in the literature. In Table 1A and 1B, the average scores of the subscales of social control, social expressivity and emotional sensitivity of those with more internal tendencies are higher than the scores of those with more external tendencies. The finding that emotional expressioness of those with more internal tendencies is higher the emotional expressioness of those with more external tendencies seems to support Hexel's (2003) finding that the individual with more external tendencies have more difficulties in expressing their emotional than those with more internal tendencies. A study by Cerlogio and others (2001) revealed that those with more external trends are more interested in others problems. The fiding that social sensitivity is higher among those with more external tendencies supports the finding. It is natural for us to accept that social skills are higher for those with more internal trends than those with more external trends. Because as stated in the literature according to Rotter (1990) unlike those with more internal tendencies those with more external tendencies express their success on failures according to outer characters but not according to their own skills and characters. Individuals with this character are thought to be bad developing themselves. In the study, only a significance difference infavour of female candidates was noticed for the subsore of emotional sensitivity. This finding seems to support the findings of Depaulo and Rosentha (1979), Riggio (1986) and Argyl (1990) that women are more skillful in understanding and conveying nonverbal messages. In the study only the difference in the social control subscale scores is significant in terms of the score of the subscale of social skills according to participation in activities such as theatre and conference. This finding is consistent with Kulas's (1994) finding that there is a relationship between participating in different activities and being the locus of control as internal and external trends. As a result social skills of candidates of educational administrators changes according to their social skills, locus of control, sex and participation in activities such as theatre and conference. It is hoped that the results of this study will help the executives of the Ministry of National Education and lectures at the Institute of Educational Sciences to develop politics.

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