The relationship between school managers' 21st century skills and innovative school development

School administrators should have a reactive approach that directs, initiates and maintains change, and a proactive approach to prevent sudden changes. In this context, in this study, school administrators' 21st century. According to the findings, it was aimed to examine the relationship between school principals' skills and innovative school development, and according to the findings, school principals' gender, age range, professional seniority, branch, education level, school level and school type, depending on factors such as 21st century. No significant difference was found in the scores and sub-dimensions of the skills scale. Likewise, the innovative school improvement scale scores of the participants did not show a significant difference according to gender, professional seniority, educational status and working time. However, the scores of classroom teachers in the parent sub-dimension were found to be higher than in other branches. In the evaluation made according to school type, on the other hand, in the student sub-dimension, the innovative school perception of the students studying at a private school was found to be higher than the students studying at a public school. In the student and parent sub-dimensions, the scores of the participants at the primary school level were significantly higher than the other school levels. These results revealed that more innovation is needed in student and parent relations.