Examining the opinions öf school administrators ön their professional development

The aim of this study is to examine school administrators; views on their Professional development. The research was conducted with the participation of 18 school principals and 15 assistant principals working in Kırklareli Province in the 2022-2023 academic year. In the study, a phenomenological design was used within the scope of qualitative research method. The data of the study were obtained with the help of a semi-structured interview form consisting of a metaphor question and 10 open-ended questions developed as a result of expert opinion and pilot application. Research data were evaluated through metaphor analysis, thematic content analysis and descriptive analysis. According to the results of the research, school administrators generally expressed professional development with positive metaphors. School administrators stated that professional development activities were not sufficient and that problems were encountered due to participants, professional development activities, attitudes and behaviors of educators, and training content. According to school administrators, professional development activities should be planned in line with the needs and current developments, spread over a period of time on a voluntary basis and generally face-to-face. Professional development of school administrators can be planned based on mentoring and e- mentoring practices and action research in line with the needs analysis. Key Words: Professional Development, School Administrator, Professional Development of School Administrator, Mentoring.