The investigation of approaches of critical-analytical thinking of school administratives

The main purpose of this research is to reveal the critical-analytical thinking approaches of school administrators. In this respect, it reveals that the development of critical-analytical thinking skills of school administrators is of great importance in terms of school administration, student success and professional development of teachers. Looking at the results obtained, it was seen that the participants focused on evaluating different views and questioning themselves when critical-analytical thinking was mentioned. However, it has been emphasized that the climate of critical-analytical thinking is lacking in Turkish society and school administration. It was stated that it is difficult to be open to criticism, people do not like to criticize themselves, and critical thinking is not widely accepted. It has been stated that this situation is also effective at the social and institutional level. However, most of the participants positively evaluate the contributions and achievements of critical-analytical thinking to the school administrator. They emphasize that critical thinking supports personal development, corporate culture and the training of successful students. They also state that managers who think critically improve their empathy skills, have an objective point of view, and contribute to the formation of a common mind. In addition, participants emphasized that critical-analytical thinking contributes to students' academic success and personal development. These participants think that critical thinking has a positive effect on students' overall success. It was seen that the participants stated that school administrators should become qualified in addition to critical-analytical thinking education and that critical thinking is an important acquisition.