A model proposal for the appoi̇ntment and transfer processes of school administrators

The aim of this study is to systematically analyze the academic research conducted between 2000 and 2025 on the appointment and relocation processes of school administrators in Türkiye and, based on the findings, to propose a scientifically grounded and applicable Educational Administrator Appointment and Relocation Model that can contribute to the policy-making processes of the Ministry of National Education (MoNE). Since the appointment and relocation of educational administrators has long been a highly debated issue in Türkiye—characterized by frequently changing regulations, a lack of stability, and criticisms regarding merit and objectivity—there is a clear need for a holistic evaluation of the qualitative research conducted in this field. By synthesizing the fragmented findings in the literature, this study addresses a significant gap relevant to both theory and practice. The research was conducted within the framework of a qualitative research design that integrates document analysis and meta-synthesis in a holistic manner. In the first stage, an extensive search was carried out in the YÖK National Thesis Center, TR Dizin, DergiPark, and Google Scholar databases, resulting in the identification of 742 studies. Subsequently, inclusion and exclusion criteria were applied based on title–abstract screening, elimination of duplicates, exclusion of purely quantitative designs, and accessibility of full texts. At the end of this process, 20 studies (10 theses and 10 articles) meeting the scope and methodological requirements were selected for the meta-synthesis. The included studies consist of qualitative or predominantly qualitative mixed-method research focusing directly on themes such as administrator selection, appointment, assignment, relocation, training, merit, and oral examination practices. In data analysis, the meta-ethnographic approach of Noblit and Hare (1988) and the meta-synthesis principles of Sandelowski and Barroso (2007) were employed. All studies were read systematically, and meaningful statements in the findings sections were extracted, resulting in 230 primary codes. These codes were grouped based on similarity, consolidated into focused codes, and synthesized under themes that ensured conceptual coherence. The analysis process followed a multilayered structure involving coding, comparison, establishing relationships, and developing overarching interpretations. The meta-synthesis findings indicate that the administrator appointment and relocation practices in Türkiye possess both strengths and aspects in need of improvement. Positive findings include the increasing objectivity brought by written examinations and scoring systems in recent years, as well as the contribution of administrator training programs to professional development. Conversely, negative findings highlight the lack of objectivity in oral examinations, insufficient implementation of merit-based principles in evaluation processes, and the destabilizing effects of frequently changing regulations. The results further reveal that selection and training processes have not been institutionalized, implementation consistency has not been achieved, and current regulations are not supported by a long-term human resource management strategy. Based on these findings, the study proposes a comprehensive ―Educational Administrator Appointment and Relocation Model‖ that incorporates merit-based evaluation criteria, standardized process steps, reliable oral examination mechanisms, a transparent monitoring–evaluation system, and structures strengthening the linkage between administrator training and assignment. The model provides a practical framework aimed at increasing the objectivity of appointment–relocation processes and enhancing the overall quality of school leadership. It is assessed that the model developed in this research constitutes a scientifically grounded reference that can be used in MoNE's policy and administrative practices.