School administrators perceptions about the effectiveness of in service training programs

The purpose of this study is to investigate the effectiveness level of in-service education programs organized for school administrator by the Ministry of National !. ducal ion as perceived by administrators. The study was designed to analyze the following sub-problems: 1. How do in-service education programs effect the "technical", "human" and "conceptual" skills of school administrators as perceived by the administrators? 2. 1>> their perceptions about the effectiveness level of the programs on their "technical", "human" and "conceptual" skills change due to (a) their status, (b) seniority, (c) frequency of participation, (d) type of school (hey work for, (e) type of teacher training institution in which they studied and (1) Hie way they are invited to training? The Washington Principal Evaluation Inventory consisted of 43 statements that were designed to interpret the respondent's perception of the programs' effectiveness in terms of "technical", "human" and "conceptual" skills of school administrators. The instrument was administered to 189 administrators who participated in in- service training programs during the last five years. Of the 189 subjects in the study, 180 (95 %) returned completed instruments. After the data was compiled in a manner that facilitated analysis, the Statistical Package for the Social Sciences (SPSS) computer program was used to determine the differences between the administrators' perceptions scores. The comparison between perceptions were computed by ANOVA (Analysis of Variance) and "t" test formulas. In this research, statistical analysis indicated that: 1. School administrators' perceptions about the effectiveness of the in-service training programs organized for administrators were found to be mostly positive. 2. There arc significant differences between principals' and vice-principals' perceptions about the effectiveness of the programs; principals think more positively than vice-principals. 3. School administrators' perceptions about the effectiveness of in-service training programs differ due to (a) their status, (b) type of teacher training institutions in which they studied and (e) frequency of participation in the programs. 4. School administrators' perceptions about the effectiveness of in-service training programs do not differ due to (a) seniority, (b) type of school they work for and (c) the way they are invited to the programs. VIYüksek Lisans tezi olarak sunduğum "F.ğitim Yöneticilerinin Ilizmel-İçi F.ğitinı Programlannın Etkililiğine ilişkin Algıları" adlı çalışmanın, taralımdan, bilimsel ahlak ve geleneklere aykırı düşecek bir yardıma başvurmaksızın yazıldığını ve yararlandığım eserlerin bibliyografyada gösterilenlerden oluştuğunu, bunlara atıf yapılarak yararlanılmış olduğunu belirtir ve bunu onurumla doğrularım.