Scale for determining the level of school principals concerning their performances in accordance with the task descriptions mentioned in the related regulations

In this study, it was sought to determine the views of the teachers about thelevel of performances of the primary school directors in accordance with the taskdescriptions mentioned in the related regulations, and whether such considerationsdisplayed meaningful differences with respect to the individual characteristics of theteachers.The study was carried out in 2004-2005 education term, covering 12060teachers employed in 366 state schools located in the old metropolitan townships ofIzmir province, and the sampling was applied to 603 teachers from 36 schools. Thedata required for this study was obtained from the ?Scale for determining the level ofSchool Directors concerning their performances according to the related regulations?consisting 40 questions developed by the researchers. SPSS statistics program wasapplied for using the data obtained from the scale. The variants were categorized intotwo groups, the t-test was applied by using the independent variants such as gender,teaching classes, previous management experiences, participation in any educationalmanagement courses or in-service training programs in order to settle the related sub-problems. The f-test including more than two the comparative groups was applied byusing independent variants such as total length of service, service time in the lastschool and the school of graduation in order to settle other sub-problems.The findings obtained in the study were as follows:1. The primary school directors who displayed lower performance accordingto the task descriptions mentioned in the related regulations: a) applying legalobligation for the staff who did not fulfill their duties, and b) rewarding thesuccessful staff for motivation.2. The primary school directors who displayed average performanceaccording to the task descriptions mentioned in the related regulations. a) consideringenvironmental conditions and tools and materials while planning the educationalactivities; b) Planning the overall educational activities before starting the semester;c) working in collaboration with the external entities such as School SupportersCommittee and Parents Union; d) working in collaboration with the internal entitiessuch as staff, teachers, students, assistants, and other staff; e) planning all educationalactivities in collaboration with the internal and external entities; f) establishingcooperation between the related staff; g) complying with the democratic rules andcustoms; h) taking required measures to establish team work in the school; i) takingrequired action to determine tasks and responsibilities of the school staff; j)establishing required coordination in order to perform the works and operations,vigorously, with respect to the determined tasks and responsibilities; k) assigningpower and authority to the assignees in order to carry out the works rapidly;3. The primary school directors who displayed higher performance accordingto the task descriptions mentioned in the related regulations: a) taking requiredmeasures to prevent non-disciplined events, and let the students acquire desiredattitudes; b) allowing regular and efficient performance in the educational, social andcultural activities in addition to the courses; c) taking required measures to allow theteachers use the school units (such as laboratories, library, sports center, socialfacilities, etc.) in a good coordination; d) calling for meetings of the relatedcommittees such as class and branch teachers? committees; e) practicing thedecisions taken by the class and branch teachers? committees; f) paying attention tospend the financial sources of the school without extravagancy; g) constitutingqualified educational facilities that may respond the developing and changingeducational requirements of the time and the environment; h) enriching the currenttechnological structure of the school; i) taking required measures for the security ofthe school building and supplementary facilities; maintenance and cleanliness of theclassroom tools and equipment; and developing the environmental factors such as; 1)seeking to benefit from the environmental resources more efficiently; 2) convertingthe school?s location area into a scientific and cultural center.4. In the study, there were no ?completely? and ?none? scores in the taskscores of the school directors concerning their task descriptions according to therelated regulations. The level of performances of the school directors displayed?average? score in general. No meaningful differences were determined among theteacher groups according to the individual characteristics.