An investigation of school administrators' views regarding the participation status of schools in project-based activities

In the educational ecosystem, projects are dynamic processes based on the quality of interaction and communication, bringing together students, teachers, parents, and administrators. School administrators, who ensure coordination across all stages from initiation to sustainability, are at the heart of these processes. In this context, the aim of research is to reveal the factors affecting schools' participation in project-based activities based on the views of school administrators. This research was conducted using a qualitative research approach to determine the differences between project-based studies carried out in schools according to administrators' perspectives. Designed in a phenomenological pattern, the study group consists of 15 school administrators (4 female, 11 male) determined through criterion sampling, one of the purposeful sampling methods. Data were collected via semi-structured interviews, and the raw data were analyzed using the descriptive analysis method. The research findings were examined under the headings of administrators' perceptions of projects, project studies conducted in schools, the roles of administrators in project processes, stakeholders' participation levels, the contributions of project-based studies to the school, challenges encountered, suggestions for improvement, and the reasons for differences between schools. The research findings indicate that school administrators perceive projects through a positive lens, viewing them as a source of professional satisfaction and a central element of their responsibilities. While Erasmus+ and TÜBİTAK projects are identified as the most prevalent activities in schools, it was found that institution-specific projects remain insufficient. The results reveal that administrators assume multidimensional roles in project processes, including administrative, financial, and guidance-oriented tasks. Due to the hesitant attitudes of teachers toward project work, administrators prioritize voluntary participation when forming project teams and employ strategies such as leveraging personal relationships and highlighting professional gains to enhance motivation. The study concludes that projects foster essential skills in students, such as self-confidence and problem-solving, while contributing to the professional development of teachers and increasing the institutional visibility of schools. Principal challenges encountered in the process include time and expertise constraints, reluctant stakeholders, economic limitations, and heavy course loads. Furthermore, disparities in project participation among schools are found to stem from variables such as socioeconomic status, school climate, and stakeholder motivation. In light of the research findings, it is recommended that project-based studies be integrated into curricula and physical infrastructures be improved. To address disparities among schools, project competitions should be categorized by school types, and dedicated project hours should be established in schools with bused education systems. Furthermore, providing financial incentives for teachers and students and adopting a sustainable curriculum policy are highlighted as key recommendations to enhance engagement in project processes.