Teachers' and administrators' opinions on the self-regulation skills and decision-making styles of school principals

The general purpose of this research is to reveal the opinions of teachers and administrators about the self-regulation skills and decision-making styles of school administrators working in public primary schools in Izmir. In this direction, the "exploratory sequential mixed research" design, which consists of two stages, first quantitative and then qualitative, was used in the research. The sample of the research consists of 189 school principals and 402 teachers working in public primary schools in Izmir. In the qualitative phase of the research, the study group consisted of 12 people, six primary school principals and six primary school classroom teachers.When the results of the research are evaluated, according to the education and seniority variable in the opinions of the administrators self-regulation skills; according to the variables of gender and seniority in the opinions of teachers; according to the gender variable in the opinions of the principles in the decision-making style ; significant differences were found in the opinions of teachers according to the variables of education and seniority. There are positive and moderate relationships between rational and intuitive decision-making and self-regulation skills in the views of managers; positive and low-level relationships between dependent decision making and self-regulation skills; positive and moderate relationships between the intuitive and dependent decision-making of their administrators and their self-regulation skills in teachers' opinions; and a high level of relationship between rational decision making and self-regulation skills.In the qualitative part of the research, the views of the participants were included through direct quotations and the obtained opinions were evaluated within the literatüre. Considering the results, if it is assumed that the planning and participation of the trainings aimed at improving the self-regulation skills of the administrators and teachers and the decision-making styles of the administrators to be included in the in-service training programs by the Ministry of National Education; in addition, considering that it is possible for teachers who graduated from education faculties to become teachers in their future professional lives or to take part in school administrator positions in the future, it may be recommended to add theory and practice-based courses that improve self-regulation and decision-making skills to teacher education programs.Studies can be conducted to examine the correlation between school administrators' decision-making skills by considering their personality traits such as being fair, reliable, cooperative, prudent, and adaptable. As a result, strategies and policies can be developed for the training, selection and appointment of school administrators.