The differences between the perceptions of private primary and high school administrators and teachers on the ego states perceived and expected in each other.

The main objective of this study is to examine the differences between the perceptions of private primary and high school administrators and teachers on the ego states perceived and expected in each other.In this study, correlational survey method is used to determine whether there are statistically significant relationships between the ego state of private primary and high school administrators and teachers and their demographic characteristics such as sex, school type, professional seniority, and school seniority.The population of this study consists of school principals, vice principals and teachers working at private primary and high schools attached to the National Education Ministry on the Anatolian side in İstanbul. Eleven of the private schools in Kartal, Kadıköy, Ümraniye, Maltepe, and Üsküdar are chosen as the sample group using random sampling method. The sample group consists of 260 teachers, 205 of whom are female and 55 of whom are male, and 75 administrators, 35 of whom are female and 40 of whom are male.The survey instrument embodied two separate tools. In order to obtain data on individual demographic characteristics, a question-form was used. In order to obtain data on how the teachers perceive the ego states of the administrators, the ?Ego States Scale? (EDÖ) was used. And in order to obtain data on the ideal ego state of administrators according to the teachers, the ?Ego States Scale? (EDÖ) was used (Annexes 3-4). The same scale was administered to the administrators in order to obtain data on how they perceive the teachers and on what an ideal teacher is like according to them (Annexes 1-2).The results of the study are as follows:The sex variable is not differentiating in teachers? evaluations of the either perceived or idealized principal, except in the ?natural child? ego state of the ideal principal. The same is valid for the evaluation of the vice principals.The school type variable is not differentiating in teachers? evaluations of the perceived principal. However, in teachers? evaluations of the ideal principals and vice principals it is a differentiating variable in the ?criticizing parents?, ?adult?, and ?natural child? ego states.The school type variable is differentiating in teachers? evaluations of both the perceived and the ideal principals and vice principals.The professional seniority and the school seniority variables are not differentiating in teachers? evaluations of either the perceived or ideal principals and vice principals.The sex variable is not differentiating in administrators? evaluations of the teachers.The school type variable is differentiating in administrators? evaluations of the teachers.Finally, neither the school seniority nor the professional seniority of the administrators are differentiating variables in administrators? evaluations of the teachers.