The headmasters' ideas about effective school development: A search of a situaution

In this study, it was aimed to reveal the opinions of the education administrators working in Antalya city Muratpaşa district official public schools in the context of their opinions about effective school and to determine their views on effective school development. In the study, one of the qualitative research designs, the holistic multi-case design based on the case study was used. The data collection technique of the research is individual interview. The interviews were made using the semi-structured interview form developed by the researcher, and the descriptive analysis technique was used in the data analysis. As a result of the research, it was determined that most of the education administrators had knowledge about the concept of effectiveness, but it was determined that they perceive the concept as a social activity in terms of the concept of activity. According to the views of the administrators, the ideas that the characteristics of effective schools should primarily provide the school's education-training service in the best way, the school should attach importance to the relationship between the school and the environment, and the school climate and culture are noteworthy. It was emphasized that education administrators think that each school has its own mission and vision, that being effective and efficient can only be achieved with a vision and mission determined according to needs, and that physical needs, maintenance of classes and materials should be completed in cooperation with all stakeholders in order for schools to be effective. Participants emphasized that discipline, punishment and reward should be intertwined with a flexible educational environment in an effective school, and emphasized the importance of the concepts of school climate and corporate culture, and mentioned a need-oriented planning. Finally, in this study, the importance of breaking out of routine behaviors of effective schools, providing students with different educational environments, and doing extra studies was mentioned, and it was concluded that students' change in the desired direction and their self-actualization depend on these differences. It was emphasized that motivation is important while meeting the different expectations and needs of the stakeholders of an effective school, but positive reinforcement can be achieved with positive communication and cooperation. It was mentioned that random goals are not achieved in effective schools, and that clear and clear criteria are required according to the structure and mission-vision of the schools. It has been concluded that effective schools must focus on the necessity and indispensability of change and adapt to changes in order to be effective. According to the educational administrators, the lack of control in educational organizations has once again emerged, and the fact that the greatest deficiency in becoming an effective school originates from this gap has been emphasized with precision.