Education is seen as the main actor for the development of societies and directing the future in the 21st century as the information age. One of the most important factors in achieving these aims is the school administrators. In the contemporary discussions about educational administration, school is seen as the center of change and the position of the school manager as a teaching and change leader in the school as a learning organization gains importance (Turan & Şişman, 2000). Sustainable effectiveness in education organizations depends on the efficiency, the ability of the school administrators to continuously improve themselves, to follow scientific developments and to conduct scientific models and management (Leithwood & Louis, 1998; cited in Hoy & Miskel, 2010). It is important that the principal should be trained in a way that will enable him/her to play these roles so that s/he can play him/her expected roles (Memduhoğlu, 2007). Hence, how to prepare and select right school administrators have been debated in the field for a long time.
Examining practices in different countries, the most commonly used selection criteria of school administrator selection are management and/or leadership experience (Austria, Denmark, Ireland, Israel, Portugal, Spain), academic or other qualifications (Austria, Ireland, Northern Ireland, Portugal, Spain), interpersonal and personal skills (Austria, Denmark, Ireland, Northern Ireland), the vision/values of school leadership (Austria, Denmark, Ireland, Israel) and promises for school (Austria, Denmark, Ireland) (Pont, Nusche & Moorman, 2008; cited in Sezer, 2015).
Various studies in Turkey underline that the problems experienced in the training, selection, and appointment of the school administrators and the implementation of the appointment regulation constitute a significant problem. (Memduhoğlu, 2007; Süngü, 2012, Özdemir, 2009). There is a widespread belief that there is no school for administration in Turkey (Balcı & Çınkır, 2002). Policy in Turkey has not settled on a scientific basis and there is no effective coordination between the universities and the MoNE in training administrators (Çelik, 2002).
The literature review shows that the regulations have been changed frequently, but a convincing practice that meets the expectations of stakeholders has not yet been established. At this point, the development and implementation of a new and sustainable model for the selection, training, and appointment of school administrators in accordance with the suggestions of all stakeholders is now more important than ever in Turkey (Aydın Baş & Şentürk, 2017). In Turkey, school administrators can be appointed without any in-service training certificate or postgraduate diploma. Compared to other countries, school administrators do not undergo any training related to management before they start working, but their own learning is only through their own efforts (Süngü, 2012). This shows that education management is not perceived as a profession that requires different qualifications from teaching (Özdemir, 2009). The MoNE’s very recent efforts to promote education administration as a profession and to develop a training and assignment model that can be accepted by all stakeholders have brought the issue back to the agenda. Thereby the question of what should be the criteria for the appointment of education administrators has started to be discussed in Turkey again.
The main purpose of this study is to determine the ideal criteria for appointment to the school management according to the views of education managers, school administrators, academicians, and teachers. In the context of this main objective, the following questions will be answered:
- Which factors do participants separate into according to their views on appointment criteria of education administrators?
- What are the consensus items among participants on appointment criteria of education administrators?
- What are the divergence items among participants on appointment criteria of education administrators?