Views of School Administrators Regarding the Assignment of School Principals

The aim of the study is to determine views of principals regarding assignment procedure. Data were gathered with the implementation of semi-structured interview forms from 14 administrators in the center of Konya according to ‘Purposive sampling’ method. The data were analyzed by content analysis and the following findings have been reached. There should be criteria such as an examination (written and verbal), developing projects related with the school, receiving academic or in -service training in administration, having experience as assistant principal, preparation of evaluation forms aimin g at objectivity and improvement, election of the assistant principal by the principal without any intervention among the successful ones from the written exams, appointment of administrators instead of assignment, acceptance of school administration as a profession, regulations respecting of the objectivity, justice and equality. It is recommended that similar studies be conducted through quantitative research.

There are many studi es showing that effective school administration improves student productivity in education and training (Balci, 2011, Dimmock, 2013, Leithwood, Day, Sammons, Harris, & Hopkins, 2006, Mendels & Mitgang, 2013, Waters & M arzano, 2006).Effective school administration can be ac hieved through effective leadership.Effective leaders have a strong and positive influence, directly or indi rectly, in improving school and school outputs, in making student learning, school more effective, improving working conditions, shaping the conditions and climate of the place where education and training are conducted, as well as providing educational qualifications and justice (Balc i, 2011;OECD, 2008a;Leithwood et al., 2006;Leithwood and Ri ehl, 2003;Porter, Murphy, Goldring, Elliott, Polikoff & May, 2010).One of the most important elements that schools need to progress in achieving success is effective leaders who act as catalysts (Leithwood et al., 2006;Porter at al., 2010).Priority in the formation of effective school administrations is the selection and traini ng of school leaders.Increased focus on school autonomy, education and its outputs, increasing diversity in student characteristics (such as cultural backgrounds and immigrant status), curricular characteristics, success criteria, program requirements and policy directives create complex and unpredictable conditions for schools; which i n turn increases the importance of the role of school leaders in administration and necessitates reassessment (OECD, 2008b).
Initially, Fayol expressed administratori al roles in 1916 as planning, organizing, coordinating and controlling (Mintzberg, 1989: 9).Mintzberg (1971: 103) refers to the basic admi nistratorial roles as interpersonal rel ationshi p, communication process and decision making.Wi thin the basic administration roles, school administrators should adopt the role of leaders hip by giving more importance to inter-personal relationships and communication.In this context, leadership is the mos t widely accepted form of administration.It is expected that administrators who will initiate the change and development of schools should be strong school leaders.The Interstate School Leaders Licensure Consortium (ISLLC) in the United States has identified six features that school leaders must have: 1) To create a shared vision focused on learni ng. 2) To develop a culture and instructional program that helps students learn and develop their skills.3) To provide effective administration of organizations and resources for a safe, efficient and effective l earning environment.4) To cooperate with teaching and community members, to respond to the various interests and needs of the society and to mobilize resources.5) To act in hones ty, justice and ethics rules.6) To understand, to influence and respond to political, social, legal and cultural contexts (ISLLC, 1996(ISLLC, , 2015)).
Today, school administrators are expected to play a role in leadershi p and education, developing thei r team, distributing responsibilities and doing the right job (Marzano, Waters & McNul ty, 2005).These administrators are responsible for promoting the social and academic learning of the teacher, promoting the professional development of the teachers, providing the students with the opportunity to participate in the school environment.It is possible to define them as fair, democratic and innovative cultural sensitive people who benefit from education experts, form a student-centered vision, support the social and academic learning of the learners, support the professional development of the teachers (Kucukali, 2011).
Educational administration has completed the vocational course since the 1950s (Murphy, 1998).The conditions for being a principal i n the American education system are (ECS, 2017) 1.Having g raduate or doctorate degree in the field of Education Administration, 2. Having taught for three years, 3. To certify that having training for a certain period in the field of educational administration and educational leadershi p, 4. Having at least one year of administration and administration internship at the schools, 5. To obtain sufficient points for evaluation of the certificate approved by the education commission of the relevant province.
In a study (US Department of Education, 2017), it was found that 98% of school principals in USA had a postgraduate degree.Concepts of leadership, transformative leadership, empowering leadership, critical leadership, etc. in England school leadership development come to the forefront.It is expected that principals in the UK will have leadershi p, decision-making, communication and self-improvement skills (Cinkir, 2002).
In Turkey and in line with the view that education is an area of expertise of school leaders hip expertise in administration education program' was launched during 1979-1980 academic year by Turkey Middl e East Public Administration Institute.In Turkey in the Central Government Organization Research Project (CGORP) report it was suggested that the educational administration should be a specialist job and open departments in universities to train them.Later on, education admi nistration programs were opened in universities (Cemaloglu, 2005).Turkey's first Education Faculty started to train education administration experts at Ankara University in 1965-1966 academic year.In 1997, trainings programs at the undergraduate level of education administration were closed, but education administration programs in education faculties continue as postgraduate education.
In 14.National Education Council; "Speci alization in educational administration, hierarchical progress and promotion will be taken as basis and the authorities will be increas ed.The current trai ning administrators will be trained in business associations with the universities ; training executive program, the administrators s hould be found in the qualifications will be taken '' statements took pl ace (MNE, 2018a).In 18. National Education Council; " It was decided that, in appointing the administrator, receiving post -graduate education in the field of education administration should be preferred, providing pos tgraduate education for administrators and teachers through distance or formal education, the importance of insti tutionalization, the establishment of school -based administration, the appointment of administrators who can assume leadershi p role in the formation of school culture, and to hav e a visionary leadership qualification for schools (MNE, 2018b).In the next council it was decided that "having a postgraduate degree for being administrator, rec eiving education for a certain period in the field of education administration in the accredited institutions and to participate in the National Education Administration qualification program.In addi tion, it has been accepted that, in the scope of reinstatement to the education di rectorate, a school hall based on concrete performance criteria for schools and positive discrimination for the female administrator shall be introduced ev ery year (MNE, 2018c) When the decisions taken advisory boards in are exami ned, i t seems that there are quests for selection, trai ning and appointment of administrators, but the view 'teaching is the basis in the profession' is protected and nowadays the appoi ntment of the education admi nistrator does not require prior education or in-service training in the field of education administration.
In Turkish national education system, principals were selected from among successful teachers in the direction of the understanding that "Teaching is the basic in the profession and there is no school of administration" (Karsli, Onural & Argon, 2000, Ozdemir, Kose & Kav gaci, 2014).This view is still valid.It is also seen in applications in developed countries that it is necessary for a administrator to be a successful teacher.Nevertheless, the fact that objective criteria can't be dev eloped until recently in relation to appointments to education and school administration is a major drawback (Sisman & Turan, 2002).
It is understood that regulations on the assignment and appointment of administrators are frequently changed and are in search.In one study, it was argued that the regulations, haven't satisfy concerns on impartiality and justice and that their practice was open to interventions (Konan, Cetin & Yilmaz, 2017).
Although, in principle, these regulations hav e emphasized career and liaison, the cri teria for education in the field of educational administration are ignored (Ayral, 2016).This research has been carri ed out in view of the fact that school administrators will have a visible difference in their qualifications and grades (Mendels & Mitgang, 2013).

Purpose and significance of study
The purpose of this study is to determine the views of principals regardi ng appointment of principals.According to the results of the research, i t is expected that this study can be a source and a guide for the legal texts to determine and appoi nt the persons who will be effective leaders as principals.Choosing the person who will carry out the administration of schools in Turkey, the appointment or assignment is performed by the regul ations prepared by the Ministry of Education.It is important fo r the school administrators to be appointed and assigned to undertake the task of using the existing human and material resources in the most effective and efficient way in order to realize the goals of the school and the national education.

Method
In this research, phenomenological approach was us ed from qualitative res earch ty pes.Phenomenological res earch is concerned with the underlying structure of a phenomenon or phenomenon, and the aim is to understand the meaning that the phenomenon and the participant hav e, and to establish the basic structure of the phenomenon (Kus, 2009;Merriam, 2013).
The study group was selected accordi ng to the "purpos eful sampling" method.According to the criterion sampling technique, it is noted that the sampl e is selected from assigning admi nistrators.The study group consisted of administrators who worked in different school types and branches at different seniority and education levels.For purposeful sampling, the size of the sample is determined accordi ng to information.When new information can not be obtai ned, and the res earcher is satisfied, the research ends when a point of fulfillment of findings is reached (Merriam, 2013).The data were collected with i nterviews held with 10 principals and 4 assistant principals working in central district of Kony a in 2015-2016 year.When the number of participants is determi ned, attention is paid to the possibility of in-depth analysis, acceptance of interviews and willingness to participate.In fi ndings, pri ncipals are coded with "SP" and assistants with "AP".Principals constituti ng the working group have 8 to 20 years of administration service, 8 are male, 1 is kindergarten, 5 is primary school, 2 is middl e school and 2 is in hi gh school.All of the assistant pri ncipals are male and have administration services for 2 to 16 years.One of the assistant principals is working in a primary school and three of them are working in secondary schools.
The admi nistrator appointment / assignment regulations in the direction of the research w ere examined and ten questions were prepared.1) What is your opi nion about the exami nations (Verbal, Written etc.) applied in school principals' assignment? 2) What is your opinion about administratorial experi ence to become school principal?3) What is your opinion about evaluation form cri teria applied in the scope of administrative appointment regul ation?4) What do you think about choosing the assistant principal?5) What do you think about the assignment of school principals according to institutional types ?6) What do you think about rotation practice applied to school principals in recent years ?7) What is your opinion about the appointment procedure for school administrative procedure?8) What do you think about increasing demand for being pri ncipal, assistant principal in recent years?9) What is your opinion about the assignment of school principals as a second mission?10) What are your suggestions for the preparation of school principals' assignment regulation?Questions were corrected in line wi th views of two academicians from department of Educational Administration in Ahmet Kelesoglu Faculty of Education.After 3 principals who did not take part in the working group replied questions and applied the necessary corrections, a form called "Assignment of Principals of Educational Institutions" was formed.The form was applied to the principals and the data were collected through individual interviews.The interviews were conducted individually by the investi gator, with the permission and to record what they said with a voice recorder.They lasted between 12 and 40 minutes.Data were subjected to content analysis.The data gathered as validity study of the data analysis was presented to the source principals' confirmation and the direct citations of the source persons related to the subject were searched in the text.Reliability, concerns whether the findings obtained are reproduced and whether the results are consistent with the data (Merriam, 2013).

Findings
In this section, the ten questions in the interview form are listed in order and the opinions of the school principals about these questions, the regulations implementations rel ated to these opinions, the results and discussions reached are included.

Examinations
The majority (8) of principals stated that principals should be appointed to take written exams when the administrators are assigned but that the exams alone are not sufficient and that they are assigned according to other criteria besides the exam (project pres entation, education in administration, academic education in admi nistration area).
In addition, some (5) stated that preliminary elimination should be done with written examination and that oral examination should be conducted among those who pass this preliminary process.Most of the negative opinions about oral examinations such as subjective applications, lack of questions, lack of interes t in the field, inadequacy of established commission were found.The opi nion of a school principal on this subject (SP6): "When the principal appointed, there must be an exam, but this criterion isn't enough."According to the results of the verbal and written exams, choosing an principal is absolutely not true.Having academic knowledge and getting a good score doesn't mean you will be a good principal."Principalship is a really difficult job.It is necessary to be objective in verbal examinations.Questions will be asked in the verbal exam has to be related to its formation."

Administratorial Experience
Majority of principals stated that thos e who will be principals should be selected after gaining experience by being a administrator at a lower level and that the experi ence should be a necessity.Here is the opi nion of a school pri ncipal on this subject (SP8): "I think sequence of experience is required here.The person will serve as assistant principal after having been teaching for a certain period of time.Certainly, you won't miss th is stage.After some time of experience as assistant, then they will be appointed as principals and so on.If you assign a teacher as a District Director of National Education, you can't understand the vacancy between them.If I didn't become a teacher, as a principal I couldn't understand the teacher's condition.I couldn't find solution to their problems." All principals stated that they must have a certain period of experience in the assistant pri ncipal position.It appears that experi ence is important and necessary so that the problems encountered can be solved easily and the details of the work done can be learned.It can be said that there is no time to lose for education with aproach such as "learning administration by trial and error".

Evaluation Criteria in the Scope of Regulation
The principals stated that an evaluation form including objective cri te ria such as standard tests and leading to personal development is required for appoi nting process.While most school principals did not give an opi nion on giving scores to foreign languages, a principal stated that they should be given points.Two principals expressed a negative opinion on giving foreign language points.All the participants except one stated that they should be given additional points to the founding directorate career provided that they are fairly assigned and to the researches, etc ., and to the works written wi th the ISBN number.The majority s tated that points should be given to postgraduate degrees, award as a compens ation for work done on condition of equi ty, period of service and choosing school where the principal can work as teacher.Also it was stated that points should be taken from candidates who received penal ty.Some of them indicated that they should not be given points in participation in -service traini ng and semi nars unl ess they are provided equally.Some principals argued that while the responsi bilities taken with the signing authori ty and the work done are the same as the principal tasks, they should be given points for proxy and temporary mission, and some of them said it shouldn't be awarded points by stating that the elections are not objecti ve.An opinion of a school principal on this subject (AP2): "I am opposed to giving scores to in-service trainings given even by the Ministry.Because many teachers participate in the in-service trainings by influence or backing.Therefore, I am against the points given for inservice training.As a person who has participated in a non-thesis master's degree in educational administration, it is absolutely necessary to give a score to the higher graduation.Because I saw that this added a lot to me and the p eople around me." The principals stated that there must be an ev aluation form and justice must be held in the criteria.Poi nts should be given to scientific studies, academic education, founding princip alship, awards, service periods and preferring school in the same field, in-service training and seminars provided in equal opportunity.

Choosing the Assistant
The majority of the principals stated that there must be a written examination at the selection of assistant principal and that principals should form their own team among those who succeeded the written examination without any intervention.A principal stated that after the written exam an oral exami nation (subject to objectivity) should be made and the assistant principal should be selected among the successful ones.
It is highlighted that the assistant principal should be selected among the teachers in the school, and if there is no volunteer in the school, candidates from the other schools can be sel ected.The two assistants stated that peopl e who graduated from public administration may be assistant pri ncipals in schools after consulting with principals and after receiving various in-s ervice trainings.On the other hand, one principal stated that the principal and assistant should have academic formation and that after they hav e selected the relev ant field in the universiti es and the necessary training in this field, they can be administrators.The opinion of a pri ncipal is (SP4): "The assistant principal must be selected fro m among the teachers by the principal.That's the only thing I appreciate in the last regulation.I think the selection should be like this; Can he/she make a relationship, can he/she produce ideas, can he/she gather people around?"Consequently, it is emphasized that the assista nt should be chosen by the principal freely from among those who succeeded in the written examination from inside or outside the school .Principals will have more success working with their own team.

Assignment of Principals According to Institution Types
According to i nstitution types, both positive and negative opinions appeared about the appointment of principals.Some argue that the size of the school, the number of s tudents, gaining experience in small schools and then appointing to large ones, in other words appoi ntment to a large school may be considered as a promotion so that principals should also be assigned according to school types.They stated that a successful principal who worked at suburb school was closed to come to a central school, some schools were trying to pass on to a higher type by showing the features that were not fully in themselves, and that the reason for unfai r recruitment was wrong and that the selection of school principals was wrong.School principals who s ay positive and negative opi nions on this issue say (SP6): "I don't think there should be a choice of principal by school type.We have to apply the program that our ministry has i mplemented in a type A school in the same way in a type C vi llage school.There is no alternative.Therefore, I don't welcome the classification of schools."Another opinion on this (SP9): "It should be a administratorial choice according to the institution types.Administration at a suburb school is very different from administration at a central s chool.The person has to come up from belo w.This also increases the determination and enthusiasm in principalship.It should be an effort to get to the top.I think that it is encouraging the person to be superior and upwards."It seems that there is a consens us among school principals.Some were negative and others were positive.

Rotation
Majority of the administrators s tated that the rotation should be applied to the teachers.Rotation should be applied after eight and over from year to y ear, and that it should serve the purpos e, that is, it should not distort people's life.Regarding the application area of the rotation, there are various opinions : Rotation would be more appropriate to be within the district or within the terri tories established in the district.In addition to this, there are opinions supporting the fact that it should be applied between central districts in provincial or metropolitan cities and be applied between other districts.The opinion of a principal (AP1): "Rotation must be absolutely.Rotation must be applied according to period of service.In the last regulation there is an application in the form of 4 plus 4 years and according to my personal opinion this is a good application.Rotation must be applied for both teachers and administrators.It should be within the working region or district.It can also be in the education zone.If this is not the case, then other serious fami ly problems may arise." All participants agreed that rotation should be applied to both administrators and teachers, while the majority stated that the eight-year should be taken as basis and that it should serve the purpose without victimizing the persons.

Appointment / Assignment for School Administration
The majority of principals stated that the assignment procedure was wrong and that the appointment procedure had to be applied.Two principals have indicated that the assignment procedure should be applied, and one stated that if the person appoi nted twice and prov ed himself in admi nistration, he/she should be appointed to the cadre.The opi nion of a principal (SP3): "All assignment regulations are at the point of success triggering, but they have positive or negative sides as they are in every established system.If the assignment authority belongs to the right side it can trigger the success.Therefore, the greatest factor here is that authorities should select those who deserve it.If it is done according to the success of the people rather than the political opinion, it is definitely beneficial." Many of the interviewed expressed that principals should be appointed instead of assignment and that principals should be professionally employed.Opinions have emerged that the assessment to b e made in the appointment procedure can't be objective.

Demand for Being Administrator
Eight principals stated that the salary isn't an effect on this issue.However two principals stated that branch teachers who received low additional course fee want to be administrator.In addition to this, there is a need for people with low service scores to work in a more centralized place or desire to work in a school close to their house, reques ting authori ty positions in some peopl e, desiring to address more people, requesting teachers wi th norms of higher education, also teachers who are bored in class, the desire to like to order, and finally the reasons such as the parents' and s tudents' increasing pressure in recent y ears for this reasons, teachers have stated that they view administration as an alternative.Here is the opinion of a principal (SP2): "There is more demand for administration.If the nature of the job is really kno wn, I don't think it will be so demanded by teachers.Because today the principal isn't an authority especially in the directorate administration, but on the contrary it has a lo t of responsibility.However, autho rity and responsibility must be balanced in administration.I do not think it will be so demanding if I know in real sense what exactly it covers.I do not think it's fee for the increasing demand for being an administrator."

Assignment of Principals as a Second Mission
The majority of the interviewed expressed that the administration was a job requi ring specialization i n the fi eld and that it was accepted as a science and therefore the school administration shoul d not be given a s econd duty besides teaching at the same time.Only one stated that the pri ncipal should be trained from the core, and the admi nistration should be given as a second task beside teaching.It was pointed out that principals should be taken i nto general administrative services class instead of education teaching class.In addition, the majority of principals should be selected from those who have received trai ning i n education, even though those who indicate that graduates from school administration, public administration and business can also be selected.Here is the opinion of an administrator (SP4): "I think administration should not be a second task besides teaching.We should choose a principal from among teachers.But we must separate it as a profession.We must determine our administrator selec tion criteria very clearly.We have to pick and choose among the available teachers.After we receive them, we must put them in the administratorial line and we have to separate the administrato rs.The principal shouldn't come from the bureaucratic sec tor such as public administration, economics and business.The school administration should not be a second task besides the teaching."The fact that the school administration is regarded as a second mission besides the teaching and profession is based on the principle of "Education is the basis of the profession" of the Law on the Organization of the Ministry of Education issued in 1926.

Suggestions for Regulation
The admi nistrators interviewed stated that p rincipals are those who are based on hard work and honesty, who are accepted by everyone, who can choos e good ethical and knowledgeable people, who encourage self -improvement in the field of administration, who care about s eminars and in -service training, who are consistent in thems elves, , and that there should be a long-term and objectivity-based regulation that is oriented towards success and efficiency, which directs the person to work.Some propos ed that scenarios about school administration might be given to candidates and asked them to di gest and find solutions, beside that they may be asked to produce the project by giving i nformation about the school to them and the candidate who propose the best project can be appointed as the principal.In addi tio n to this, it has been stated that they should be trained in the candidacy process and that this process should be taken by the staff of school administrators.Another principal stated that the National Education Academy should be established and that the administrators should be continuously educated here.A principal's opinion (AP4): "It must be both appealing and challenging for the person to be chosen for the school directorate.The regulation must be challenging.A certain goal needs to be put into the administration.Besides that, the regulation need to include experience, idealism, self -confidence."

Results, Discussion and Recommends
It was stated that there should be written exami nation but that examinations alone aren't enough, additional criteria such as oral examinations, academic education in administration area, education in administration and production of projects related to the institution should be included too.It is also concluded that a certain period of experience must be a condition for assistant principal before becoming a pri ncipal.As a resul t, it is found that there should be a verbal exam beside written exam.Also additional criteria should be added such as academic education in educational administration, having education in school administration and production of projects related to the school.There are many studies s howing that school admi nistration is multifaceted and that principals must be selected and trained according to these qualifications (Arabaci, Sanli & Altun, 2015;Cemaloglu, 2005;Isik, 2003;Kari p & Koks al, 1999;Turan, Yildirim & Ay dogdu, 2012).On the oral examinations, it can be said that the negative opinion is expressed due to the concern that it will be favor in our country conditions.Boydak, Ozan, Gavcar, Sacakli & Sahin (2014) concluded that administrators shouldn't only be able to determi ne the administration characteristics with the written exami nation but also have additional criteri a besides the examination in the study in which the principals reveal teacher opinions about the s election and appointment criteria.Also, Akbasli & Balikci (2013) found that 93% of the participants sateted that exams were eligible and that portfolio evaluation and alternative methods should be taken as basis in the selection an d employment of principals.Beside findings of Akcadag (2014), Aktepe 2014, Dogan, Demir andPinar (2014) and the findings of Turkmenoglu and Bulbul (2015) that besides the examination the other cri teria should be effective when the administrator is assigned are similar to this study results.Dogan andOthers (2014), Boydak Ozan et al (2014), Yolcu & Bayram (2015) coincide with the results of the study on the negative opinion and objectivity about verbal exams.
An evaluation form should be designed and the justice provided in the criteri a in this form and points should be given to participation in scientific studies, academic education, founding di rectorate, awards, service periods, types of school preferred, in-service traini ng and s eminars.Beside points m ust be reduced for the penalties.Beside, points should be taken for the penal ties.Konan, Bozanoglu & Cetin (2017) pointed out pressure groups, political parties or trade unions' influence on assignment process and sugges ted to redesign the regulation.There are also some research supporting the idea that those who will be appoi nted to the school director should have experience as assistant principal for a certain period of time (Cemaloglu, 2005;Demirtas & Ozer, 2014;Dogan et al., 2014;Yildirim, 2002).
Participants in the interview expressed the opinion that the principal's assistants should be s elected by the principal from among those who succeeded in the wri tten examination, either inside or outside the school, without any intervention.Akbasli & Balikci (2013) concluded that 76.3% of participants in their study suggested that principals should be able to determine their own team and Cemaloglu (2005) proposed that principals should be given the right to choose their own assistants, and that some of the central authorities should be transferred to principals.According to institution types, both positive and negative opinions appeared about the appointment of school administrators.The opinions of the researchers regarding the application of rotation are rel ated to both teachers and administrators.In some research, like ours, it is concluded that the benefi ts of rotation are to recover from passivity, to innovate, to motivate and to provide new perspectives (Akbasli & Balikci, 2013;Kurtulmus, Gunda & Ardic, 2012;Kaya & Gocen, 2012;Okcu, Avci & Avci, 2015;Tonbul & Sagiroglu, 2012).
The majority of school administrators stated that the assignment procedure was wrong and that the appointment procedure had to be applied.It isn't right to be expos ed to political and subjective practices.There are some researches that support the study and that principals should be appointed i nstead of assignment procedure (Arabaci, Sanli & Altun, 2015;T urkmenoglu & Bulbul, 2015).The interviewed administrators s tated that demand to become principal has increased recently because many peopl e have wanted to work in central places, increasing pressure of the parents and students in recent years, and that the request of authority and seeing administration an easy task.
The principals interviewed stated that it was a job that requires expertise in the fi eld of admi nistration and that it should be accepted as a science.They stated that administration should not be given as a second mission carried out besides teaching.Demirtas & Ozer (2014) argued that school administration should be considered as a profession and should be redesigned as a professional business.Turan et al ( 2012) pointed out that s eeing school administration is an addi tional task is problematic.Aydin (2006) and Agaoglu, Altinkurt, Yilmaz and Karak ose (2012) found that administrators need to be professional becaus e they require a certain level of speci alization, Isik's view (2003) that if school administration is a profession, then i t should have a formation, Aktepe (2014), Altin ve Vatanarti ran's (2014) suggestion that school administration should be accepted as a profession and initi ating the training of practices that will open the way for professional school administrators, are all support this study.&Cemaloglu'sfi ndings that the administration isn't professional becaus e of the false belief that a good teacher will be a good and successful principal and that principals in Turkey having no professional insurance, arbitrary interv entions were made, therefore, educational administration needs professional security supports the findings of the s tudy.In addition, the re-openi ng of the undergraduate programs can be brought to the agenda for the vocationalization of the school pri ncipalship and the application of theoretical knowledge to the field (Beycioglu & Donmez, 2006).Turan et al (2012) conculuded that the teachers who have experi ence in teachi ng should be the administrator and Cemaloglu's (2005) findi ng that possible negative developments shouldn't be ignored when someone is appointed as principal from outside the institution should support the result of the study that is principals should be selected among the educators.Similar results were found by Cemaloglu (2005) Boydak Ozan et al (2014).However, Akbasli and Balikci's (2013) finding that 50% of the participants said that the administrators should attend lessons don't partially agree with the study.
The principals interviewed stated that a new regulation must consider hardworking and honesty, it shoul d choose ethical and knowledgeable people, and should encourage s elf-improv ement in the field of administration, and should be consistent in i tself and that there should be a long -term and objectivity-based regulation that is oriented towards success and efficiency, which directs the person to work.The resul ts of this study is similar to the result that Aktepe (2014), Demirtas & Ozer (2014), Sungu (2012) & Akcadag (2014) found that there mus t be candidacy in their work and that it will be useful to train on the job by experi enced and successful colleagues of candi dates.This is a mentoring process.In addition, the propos al of Akcadag (2014) that there should be a kind of nomination period for administrators, is in parallel with this study.

Recommendations
In addition to the standardized tests for administratori al appoi ntment, project-making scori ng for the school and postgraduate training in the field of educational administration should be considered.In assigni ng school administrators, assessment forms should be prepared which encourage the development of the person and cares about scientific works.
The school principal should hav e the right to choose the assistant principal without any outside i ntervention from among thos e successful in the written examination.School administration should not be seen as a second task besides teaching and it should be accepted as a profession.It is recommended that similar studies be conducted through quantitative research.