Career adaptability in school administration

This study aims to investigate the career adaptability of school administrators within the scope of their capacity to adapt to changes and challenges encountered in their professional lives. A relational survey model was employed as the research design. Data were collected using the "Career Adapt-Abilities Scale" developed by Savickas and Porfeli (2012) and adapted into Turkish by Kanten (2012). The research data were obtained by administering the scale to 152 participants, including 105 Principals, 11 Deputy Principals, and 202 Vice Principals, serving in Efeler district of Aydın province during the 2023-2024 academic year. The findings revealed that the four fundamental dimensions of career adaptability measured by the scale (concern, control, curiosity, and confidence) were more closely associated with individuals' personal motivations, perceptions, and the support they receive from their environment rather than their demographic differences. It was determined that demographic variables (e.g., gender, marital status, school tenure, managerial tenure, educational background) did not have a direct impact on career adaptability. However, significant differences were observed in specific dimensions: women scored higher in the concern dimension, married individuals in the confidence dimension, and professional tenure significantly influenced the curiosity and confidence dimensions. Additionally, variables such as school level and socioeconomic status were found to affect individuals' sense of control and confidence, with these skills being more limited in lower socioeconomic settings. Strong positive correlations were identified among the subdimensions of career adaptability. In conclusion, tailored professional practices should be developed to enhance career adaptability skills, considering individuals' socioeconomic conditions, professional tenure, and the educational level at which they serve. Training and mentoring programs aimed at enhancing the sense of control and confidence for administrators working in schools with low socioeconomic status, as well as career counseling and guidance services to sustain the motivation of individuals in the early stages of their careers, are recommended. Supporting these skills with approaches suited to individuals' personal and environmental circumstances is deemed crucial. Furthermore, it is suggested that establishing undergraduate programs focused on school administration in universities would contribute positively to the cultivation of educational leaders. These programs should provide comprehensive training in areas such as goal-setting, teamwork, incentive mechanisms, communication, listening and comprehension skills, crisis management, reliability, representation skills, planning, organization, leadership, and discipline. This study was prepared for submission to the Faculty of Education at Adnan Menderes University to examine the career adaptability of school administrators. It is believed that the selected sample will particularly appeal to school administrators and individuals working in similar institutions. The findings are expected to contribute to the professional development of school administrators while also providing insights for the improvement of educational policies. It is anticipated that the study will make a significant contribution to the field of educational management and the topic of career development. Key Words: Career, Career adaptability, Educational administration.