Abstract
This study aims to determine school principals’ level of administrative competencies according to the perceptions of teachers and principals. The study group consists of 134 teachers and 35 principals. The data of the research, which was designed in the survey model, were collected with the "School Administrators' Competences Inventory". The results revealed that school principals and teachers exhibited high levels of administrative Competencies as expected from the school principals. The opinions of the teachers and principals did not differ significantly in the comparisons according to gender, seniority, school type, and duties (teacher vs. principal). Likewise, the correlation coefficients between the administrative competence subscales were estimated above a moderate level. As a result of the research, it can be said that teachers and principals have positive views about the competencies of the school administrators. However, though the Ministry of National Education and the academic community put great emphasis on it, and a significant deal of knowledge and database has been accumulated about it; it is an important problem that school administration has not been defined as a profession in Turkey and no sustainable policy in this aspect has been developed yet.
Highlights
Industrial societies are characterized by the production of goods (Bell, 1989)
It was observed that principals were “very sufficient” in exhibiting the administrative competencies in the scale according to the perceptions of principals (X = 4.51, sd = .56) and teachers (4, 28, sd =, 36)
In a study on the competencies of special education school principals, Aksüt (1997) found that the competency areas that school principals should show were higher than the level of competence scale scores
Summary
Industrial societies are characterized by the production of goods (Bell, 1989). In the post-industrial society, the production of goods has been replaced by service production, i.e., human services such as education, health, social services, and professional services such as computer and system analysis, and scientific research and development. The strategic resource in agricultural societies is land and labor. The strategic resource in industrial society, on the other hand, is capital. In today's society, i.e., the post-industrial society, the strategic resource is knowledge (Sadler, 1988). It is inevitable that societies that cannot produce knowledge in the present age will become the backyard, manufacturing sites, and cheap markets of those informationproducing societies. Looking at the problem in this sense, the importance of schools with knowledge production sub-systems (Akçay and Başar, 2004) has increased and will increase
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