School administrators' opinions on School Districts and Educational Boards

Main purpose of this research is to analyze the implementations of ?Instructions on Educational Districts and Educational Boards? which became valid in 1999. To do this, school administrators' opinions on the implementations of ?Instructions on Educational Districts and Educational Boards?are taken and evaluated.Universe of this study is composed of school administrators who work in educational regions of the central districts of province İzmir. Study is conducted in 19 educational regions of 12 districts . Sample space consists of 19 sub-universes. A school from each region is chosen for non-proportional element sampling methods. Thus, samples are composed of a total of 38 administrators including 19 coordinator school administrators and 19 primary/secondary school administrators. Interviews could be made with 37 of the administrators.Qualitative method is used in this research. Semi-structured interview forms which are prepared by the researcher are used as data acquisition tools. Researcher herself prepared a scale and asked the administrators questions in that scale.Some of the results of the research are outlined below:In general, administrators, when the districts they work in are divided into educational regions, would like to participate in the commission formed. Educational regions are determined according to geographical circumstances, rather than the number and types of schools.School administrators favored the opinion that the educational staff should be used in common. They stated that regional lacks of educational staff and unwanted staff accumulations in certain schools could be prevented this way.The study found that decisions taken in educational regions and educational boards had low applicability and could not be implemented literally. Decisions taken in the meetings are not taken into consideration sufficiently by the higher administrations.Participation of school society in the consultation boards was found out to be insufficient and it was determined that contributions made by the local authorities vary by districts. In some districts, especially the local authorities made great contributions to schools. Participation of other organizations which make up the school society, other than the local administrations, was negligible.?Instructions on Educational Districts and Educational Boards? fails to regulate schools for efficient and common use of resources. Primary schools find their own resouces while the secondary schools are supplied by the government. For this reason,it can't be argued that primary schools in the same region share their resources. Secondary schools are sufficient only in supplying their own demands.Because the schools get rent income from their physical area, they are unable to share it with other schools. It is found out that schools did not use their social/physical areas in common and this issue had been a problem.Schools of different physical structures and sufficiencies exist in the same educational region. It is concluded that although recruiting students according to address based system reduces accumulations in certain schools, it generates a situation against the principal of equal opportunities in education.