Investigation of the relationship between the levels of supervisors development by school principals and the levels of determi̇ni̇ng the development needs of schools

The aim of the study is to investigate the relationship between the perceptions of the vice principals' training by the school principals and the level of determination of school development needs and to develop recommendations based on the findings. The research method is correlational research design. The population of the research consists of vice principals who work at the primary and secondary education in the central districts of İzmir province in 2017-2018 and 2018-2019 academic year. In this context, 785 public schools in the metropolitan districts of İzmir, 43% of the general population, were selected as the study population from Balçova, Bayraklı, Bornova, Buca, Çiğli, Karabağlar, Karşıyaka, Konak and Narlıdere districts. 320 schools were randomly selected for sampling from 785 schools. The study was conducted with 358 participants due to the number of vice principals who could vary according to the number of students in the schools. The "Mentoring Functions" Scale which was adapted to Turkish by İbrahimoğlu, Uğurlu and Kızıloğlu (2011) and developed by Noe (1988) and "Determining School Improvement Needs Scale" developed by Ubben, Hughes and Norris (2004) and translated by Dağ (2009) into Turkish was used. According to results of this research, the level of training of vice principals by school principals is at the level of "often". The level of training of the vice principals by school principals, according to gender, seniority, branch, faculty of graduation, age, working period in the institution, education level, school level, number of teachers in the schools and the number of students in the schools do not show a significant difference. The mean scores of the vice principals' ability to determine the development needs of their schools are "often" in all sub-dimensions. The level of determining the school development needs of vice principals did not differ significantly according to the variables such as gender, seniority, graduated faculty, age, working time in institutions, educational level, seniority of administration and number of teachers in schools. The level of determining the school development needs of the vice principals showed a significant difference according to the variables of branch, school level and number of students in schools. It was found that the relationship between the total scores of the vice principals' training by the school principals and all sub-dimensions of determining school development needs was positive. According to the results of the regression analysis, it was seen that the training of vice principals by school principals was a significant explanatory factor for determining the improvement needs. In addition, it was seen that "Effective School and Leadership" dimension among the sub-dimensions of school development needs could be explained by the variable of the level of education of vice principals.