Behaviour of Turkish elementary school principals in the change process: An analysis of the perceptions of both teachers and school principals

Abstract

Technological and economic changes affect societies, and consequently bring about change in education. Elementary school principals in Turkey spend considerable time and effort managing change in their schools. This study contributes to the better management of Turkish elementary schools by determining the behavior of elementary school principals in the process of change. Data were gathered through interviews of 80 elementary school principals and 280 elementary school teachers in the Cappadocian city of Nevsehir. School principals and teachers considered their own behaviour in the process of change as 'generally' sufficient. However, a significant difference was found between the opinions of teachers and school principals. Teachers expect principals to show more effective behaviour in the change process. The results of the study suggest that eliminating handicaps caused by sex discrimination when selecting and appointing school administrators, giving administrators postgraduate education and applying an education program based on approaches that internalize improvement would contribute to more effective school management.