Examining the views of school administrators on the problems they experience in double-shift schools: A phenomenological study

The aim of this study is to examine the problems faced by school administrators working in schools with double-shift education and to develop solution proposals for these problems. The study was conducted through a qualitative research approach using a phenomenological design. Semi-structured interviews were carried out with ten school administrators working in the central districts of Antalya. The data were analyzed through content analysis, and themes were generated. Findings revealed that double-shift education leads to deterioration in school infrastructure, problems of cleanliness and hygiene, difficulties in time management, and a decline in educational quality. Moreover, teacher motivation, communication problems, administrators' workload, and psychological challenges such as burnout were also highlighted. Participants emphasized that the fundamental solution to these problems is the construction of new school buildings and the transition to single-shift education. This study reveals the multidimensional challenges of double-shift education from an administrative perspective and provides significant recommendations for policymakers and practitioners. These results revealed that the double-shift system complicates managerial processes and that school principals need more support in time management, communication, and physical conditions.