Evaluation of teachers' views on competency level of school principals

The aim of this study is to determine the competence levels of school administrators according to teachers' views. The mixed method model was used within the scope of the research. The population of the study consists of 2211 teachers working in primary, secondary and high schools in city center of Siirt during 2018-2019 academic year. The sample of the study are 402 teachers selected by the simple random method from 13 primary schools, 11 secondary schools and 11 high schools, The quantitative data in the study were analyzed using the SPSS package program. In the analysis of the data; descriptive statistics, independent samples t-test and one-way analysis of variance were used. In the qualitative study, the phenomenological design was used. In the study, the maximum diversity sampling method, one of the purposeful sampling methods, was used. Semi-structured questions were interviewed with fifteen teachers selected from different branches working at schools in the city center of Siirt. The data obtained in line with the opinions of school administrators about the concept of competence levels were coded using content analysis technique, and these codes were then brought together under categories and themes within the framework of research questions. As a result of the research, it was determined that teachers' opinions about the competencies of school administrators are generally at "good level". Teachers' views on the sub-dimensions of school administrators' competencies were found to have the highest level of humanitarian and technical competencies, and then technological and conceptual competencies. While there are no significant differences among teachers' opinions on the competencies of school administrators according to gender, professional seniority and educational status; It was determined that there are statistically significant differences between the teacher groups according to the variables of working time with the current school principal and the status of being a member of the same union with the school administrator. In the qualitative research, it was determined that the competencies that teachers perceive as high / positive in school administrators are primarily technical competence and conceptual competencies, then, respectively, technological competence and humanitarian competence. It was revealed that among the competencies that teachers perceive as low/negative in school administrators, are primarily humanistic and conceptual competencies and then technological and technical competencies. As a result, in the research in which the mixed method was used, it was determined that the highest competence according to quantitative data was humanistic competence, and the highest competence according to qualitative research was technical competence. The contrasting findings obtained as a result of the two different methods are based on the fact that the human relations between teachers and school administrators differ from individual to individual.