Analysis of school administrations in different school levels according to various variables

This study examined school administrations at various school levels based on various variables. A descriptive research model, which is a quantitative approach, was used to accomplish this objective. Study participants were administrators working in primary, secondary, and high schools affiliated with the Ministry of National Education. The sample consisted of 809 administrators (169 from primary schools, 196 from secondary schools, and 444 from high schools). The study's data were collected using TALIS 2018 data in the forms of the school climate scale, the crime and violence in schools scale, the workload stress scale, the academic pressure scale, and the job satisfaction scale. In order to verify the validity of the measurements obtained from the measurement tool, a confirmatory factor analysis was conducted on each school level. Cronbach's alpha and McDonald's omega coefficients were used to provide evidence for the reliability of the measurements. Reliability and validity evidence has been provided for measurements obtained from each of the three school levels for the following scales used in the research: School climate scale, school crime and violence scale, workload stress scale, academic pressure scale, and job satisfaction scale. In the data analysis process of the study, descriptive statistical measures (frequency and percentage) were first used for the socio-demographic information of the participants, and then one-way analysis of variance (ANOVA), confirmatory factor analysis, Cronbach α and McDonald ω coefficients, and simple linear correlation (Spearman rank differences) analysis were used. A significance level of .05 was considered for statistical significance, and SPSS (version 25) and JASP (version 0.16.1.0) statistical software packages were used. The findings indicate that school administrators' perceptions of school climate, crime and violence frequency, workload stress, academic pressure, and job satisfaction differ according to their level of education in primary, middle, and high school. School administrators' perceptions indicate that school climate levels do not differ statistically significantly across school levels. However, school administrators perceive statistically significant differences in crime and violence, workload stress, academic pressure, and job satisfaction based on the level of their schools.