The evaluation of the tendencies of the managers of primary and intermediate education against the trends of philosophy of education

This study is prepared for the purpose of defining what kind of educational philosophy the primary and secondary school administrators? choices lean on and the evaluation of these choices. The study is composed of nine chapters under the titles of introduction, philosophy, educational philosophy, philosophical sights and education, education movements, the philosophical basis of Turkish Educational System, method, findings and comments, conclusion, arguments and suggestions. Totally 90 school directors participated this research. Data was obtained with the help of a scale involving 40 items related to the education philosophical movements, perennialism, essentialism, progressivism, reconstructionism. The data gathered by the scale of measures was computed by applying frequency (f), average (x) and standart deviataion (ss) statistical tests. Non-parametric techniques are applied for the groups which do not show the normal distribution and also parametric analysis are used for the groups showing normal distribution among the all groups. In the study, school administrators? philosophical choices related to the education process are researched at four dimensions which are perennialism, essentialism, progressivism, reconstructionism. As a result of this research, it is indicated that school administrators are tend to progressivism, reconstructionism in terms of education process. That tendency is in accordance with the philosophy of Turkish Education System. At this point, it is considered that school administrators owning Turkish Education System philosophy has a positive effect at the subject of educational applications. In the study, administrators? philosophical choices related to the education process are analyzed according to sex, marital status, school type, title, occupational seniority, administrative seniority, education level, branch and the school graduated and it is determined that school administrators? thoughts do not become different at the dimensions of perennialism, essentialism, progressivism, reconstructionism.