1. October 12-17, 2006 esagaogl@anadolu.edu.tr CCEAM 2006 The life and career development of principals worldwide: Some comparative insight “The Appointment of Principals in Turkey” Esmahan Agaoglu, PhD. esagaogl@anadolu.edu.tr Anadolu University Education Faculty, Turkey

2. October 12-17, 2006 esagaogl@anadolu.edu.tr “Leaders create environments in which people want to give their maximum efforts”. Crosby, 1997, p.3 INTRODUCTION Leaders and Leadership 1 CCEAM 2006

3. October 12-17, 2006 esagaogl@anadolu.edu.tr Leadership approaches  Characteristics Approaches  Behavioural Approaches  Situational Approaches 2 CCEAM 2006 Leaders and Leadership

4. October 12-17, 2006 esagaogl@anadolu.edu.tr Leadership  Is not attached to a formal location  Is different from administration  Is political  Is cultural  Is a process that foregrounds spiritual characteristics 3 CCEAM 2006 Leaders and Leadership

5. October 12-17, 2006 esagaogl@anadolu.edu.tr  Honesty  Integrity  Trust  Tenderness  Respect  Stability and some national and cultural characteristics... 4 CCEAM 2006 Leaders and Leadership

6. October 12-17, 2006 esagaogl@anadolu.edu.tr 5 CCEAM 2006 oThe education system is in continuous interaction with social, political, economical systems, which surround it. Education and Educational Leaders

7. October 12-17, 2006 esagaogl@anadolu.edu.tr 6 CCEAM 2006 oPrincipals should be the education leaders who try to create a school climate and a learning centred atmosphere that encourage professional development of the teachers and the highest success level of the students. oIn addition, the principals need to possess some competencies such as human resources management, financial resources management, instructional leadership, etc. Education and Educational Leaders

8. October 12-17, 2006 esagaogl@anadolu.edu.tr 7 CCEAM 2006  Being able to work effectively with people who have various characteristics and expectations gives the educational leaders the chance to set-up a positive learning environment and to receive help in solving problems faced at school. Education and Educational Leaders

9. October 12-17, 2006 esagaogl@anadolu.edu.tr 8 CCEAM 2006 oTogether with the effect of globalization, the Turkish Educational System, with its mechanism has been the centre of discussions, and the developments in educational and administrative sciences have made existing applications insufficient. Principals in Turkey and Their Training

10. October 12-17, 2006 esagaogl@anadolu.edu.tr o“Legislation on Appointing Educational Institution Administrators for the Ministry of National Education and their Location Change” (October 23, 1998, Official Gazette 23472) 9 CCEAM 2006 Principals in Turkey and Their Training

11. October 12-17, 2006 esagaogl@anadolu.edu.tr  The 120-hour in-service training programme prepared in cooperation with the Ministry and Higher Education Institution 10 CCEAM 2006 Principals in Turkey and Their Training

12. October 12-17, 2006 esagaogl@anadolu.edu.tr o“Legislation on Appointing Educational Administrators for the Ministry of National Education and their Location Change” (11.01.2004, Official Gazette 25343) 11 CCEAM 2006 Principals in Turkey and Their Training

13. October 12-17, 2006 esagaogl@anadolu.edu.tr  With the amendment of this legislation on the date of 04.03.2006 numbered 26098 of the Official Gazette, obligation of in-service education for educational administrators in the process of appointing was abolished. 12 CCEAM 2006 Principals in Turkey and Their Training

14. October 12-17, 2006 esagaogl@anadolu.edu.tr Basic principles for appointment of educational administrators have been defined as follows;  Career and merit are basic for appointing and location change  The norm list rules of staff are keeping in mind for appointing and location change  On appointing and location change process, requirements of duty are essential also the superiority of point is keeping in mind 13 CCEAM 2006 Principals in Turkey and Their Training

15. October 12-17, 2006 esagaogl@anadolu.edu.tr  Subjects and scores about the exams have been defined as follows  Turkish grammar and official correspondence rules % 25  Ataturk’s Principles and Revolutions History, National Security %15  Constitution of The Turkish Republic % 15  General knowledge % 20  Basic laws to be required by duty %25 14 CCEAM 2006 Principals in Turkey and Their Training

16. October 12-17, 2006 esagaogl@anadolu.edu.tr  Teaching leadership  Organisation management  Teaching programmes  School management  Performance management  Human resources management  Financial resources management and operational services management  Public management and educational law  School-environment cooperation  Use of information technologies, etc 15 CCEAM 2006 Principals in Turkey and Their Training

17. October 12-17, 2006 esagaogl@anadolu.edu.tr  In-service training programs are likely to help principals develop and improve their administrative skills.  However, these programs cannot be the only means of training the principals. In- service programs cannot replace pre- service training. 16 CCEAM 2006 Principals in Turkey and Their Training

18. October 12-17, 2006 esagaogl@anadolu.edu.tr  It is difficult to train all the principals in a relatively short time.  Principals themselves may intentionally or unintentionally resist these developments.  Because of the bureaucratic structure, principals do not have the flexibility over the administrative functioning at the school level.  An overwhelming majority of administrators in the system has not taken any formal pre-service training in school administration. 17 CCEAM 2006 Principals in Turkey and Their Training

19. October 12-17, 2006 esagaogl@anadolu.edu.tr 18 CCEAM 2006 Principals in Turkey and Their Training  Sum up with the result of the last legislation change, the entrance of school administrations begins with the position of deputy manager in Turkey.  Candidates that are achieved the selecting examination, appoint to schools by local governorships.

20. October 12-17, 2006 esagaogl@anadolu.edu.tr What are the opinions of teachers and headteachers regarding the extent to which headteachers possess competencies?  What are the teachers’ opinions on the extent to which headteachers possess competencies, and do these show any differences with respect to seniority and job status?  What are headteachers’ opinions about the extent to which they possess competencies, and do these show any differences with respect to their seniority and educational grade they work in?  Is there a significant difference between the opinions of teachers and headteachers regarding the extent to which headteachers possess these competencies? 19 CCEAM 2006 The Opinions of Teachers and Principals about Principal Competencies in Turkey

21. October 12-17, 2006 esagaogl@anadolu.edu.tr METHOD Collection and Analysis of the Data “Headteachers’ Competencies Inventory” (Agaoglu, Gultekin and Cubukcu, 2002). o Communication and working effectively o Effective business management o Serving the profession o Preparing an adequate school building and environment o Developing curriculum 20 CCEAM 2006

22. October 12-17, 2006 esagaogl@anadolu.edu.tr METHOD Collection and Analysis of the Data  Descriptive statistics  means and standards deviations,  Comparative group statistics  t-test and one way variance analysis (ANOVA)  In all statistical analysis,,05 was taken as the level of significance. 21 CCEAM 2006

23. October 12-17, 2006 esagaogl@anadolu.edu.tr RESULTS o Teachers view principals’ administrative competencies as sufficient, which does not vary with respect to teaching seniority or job status. o Principals view their own administrative competencies close to be completely sufficient, which does not vary with respect to the school they work at or their administrative seniority. o However, teachers’ and principals’ opinions on principals’ competencies show a meaningful difference. Principals perceive themselves as more competent than the way teachers perceive them. This difference is evident in all parts of the inventory, except for the third part, which is “Serving profession”. 22 CCEAM 2006

24. October 12-17, 2006 esagaogl@anadolu.edu.tr SUGGESTIONS o For external generalizations, opinions of parents, students, inspectors, and other need to be determined about headteachers’ competencies. o Qualitative research based on observations and interviewing techniques is necessary to find out whether headteachers exhibit the competencies they claim to possess as behaviour. o Pre-service and in-service training programmes need to be organized so as to make headteachers acquire administrative competencies. 23 CCEAM 2006

25. October 12-17, 2006 esagaogl@anadolu.edu.tr THE END... esagogl@anadolu.edu.tr 24 CCEAM 2006