Investigation of the Relationship Between the Levels of Supervisors Development By School Principals and the Levels of Determining the Development Needs of Schools
Project no. 792 · Status: Kapanmış · 2018
Summary
The study aims to investigate the relationship between the perceptions of the vice principals' training by the school principals and the level of determination of school development needs and to develop recommendations based on the findings. The research method is a correlational research design. The population of the research consists of vice principals who work at the primary and secondary education in the central districts of İzmir province in 2017-2018 and 2018-2019 academic years. The study was conducted with 358 participants due to the number of vice principals who could vary according to the number of students in the schools. According to the results of this research, the level of training of vice-principals by school principals is at the level of "often". The level of training of the vice principals by school principals, according to gender, seniority, branch, faculty of graduation, age, the working period in the institution, education level, school level, number of teachers in the schools and the number of students in the schools do not show a significant difference. The mean scores of the vice-principals' ability to determine the development needs of their schools are “often” in all sub-dimensions. The level of determining the school development needs of vice-principals did not differ significantly according to the variables such as gender, seniority, graduated faculty, age, working time in institutions, educational level, seniority of administration and the number of teachers in schools. The level of determining the school development needs of the vice principals showed a significant difference according to the variables of the branch, school level and the number of students in schools. It was found that the relationship between the total scores of the vice-principals' training by the school principals and all sub-dimensions of determining school development needs was positive. According to the results of the regression analysis, it was seen that the training of vice-principals by school principals was a significant explanatory factor for determining the improvement needs. Also, it was seen that the “Effective School and Leadership” dimension among the sub-dimensions of school development needs could be explained by the variable of the level of education of vice principals.