The relation between the learning styles and adequacy of primary schools principals

The aim of this research is to determine the learning styles and adequacy level of principals who work in primary schools and make suggestions based on the findings of the research. The work universe of the research is the 224 principals, 620 deputy principals, 2700 teachers and 46 primary scholl supervisors who work in the counties of the province of Tokat. All of the principals and supervisors have been worked on and illustrations were taken for deputy principals and teachers. ?Principal Adequacy Questionnaire? developed by the researcher and ?Kolb Learning Style Inventory? whose reliability was tested by Kolb and which was adopted to Turkish by Askar and Akkoyunlu(1993) were used as a means of collecting data. In analysing the data collected, percentage distributions and averages were calculated and in comparisons one way variance analyse (F-test), Kruskall Wallis, Man Whitney U were benefited from. The correlation is looked for the relation between the learning styles and adequacy. 0.05 was considered as the level of meaningfullness.There are meaningful differences among the teachers, deputy principals, supervisors, and principals about the primary school principal adequecy. While the deputy principals and principals think that the adequacy of the principals is sufficient at ?completely? level and teachers ?to a great extend? level the supervisors think that they are sufficient at the ?medium? level. ? There is a difference between the evaluations of the primary school supervisors during school supervisions and the evaluations of the questionnaire in the adequacy of the principals. While the supervisors find the principals enough at ?completely? level during supervising; they find them enough at ?medium? level in the questionnaire. ? The dominant learning style of 47% of the principals is Accommodator; the dominant learning style of 41% is Converger; the dominant learning style of 5,9% is Assimilator. ? The 89% of the principals have ?converger? and ?accomodator? learning styles. The common learning way of this majority is learning by ?doing?. ? The dominant learning styles of 46,9 % of the teachers is accomodator; the dominant learning style of 37,2 % is converger; the dominant learning style of 10,3% is assimilator and the dominant learning style of 5,9% is diverger. ? The dominant learning styles of 51 % of the assistant of principals is accomodator; the dominant learning style of 38 % is converger; the dominant learning style of 5 % is assimilator and the dominant learning style of 5,9% is diverger. ? The dominant learning styles of % the primary school supervisors is accomodator; the dominant learning style of % is converger; the dominant learning style of % is assimilator and the dominant learning style of % is diverger. ? Pozitive or negative low relation is found between some of the adequacy of primary school principals and the learning styles ? To the teachers and the supervisors, a meaningful relation is not found between most of the principals adequacy and learning style categories v i i Pozitive or negative low relation is found between some of the adequacy and the learning styles. ? The principals having converger learning style think themselves more adequate according to diverger, assimilator, accomodator learning styles. ? The teachers having accommodator learning style think the principals more adequate according tothe teachers having other learning styles. ? The deputy principals having diverger learning style think the principals less adequate according to the deputy principals having other learning styles. The following findings were reached: