The compare of organization structures of educational sistems of Turkey and Kazakhstan (the point of view central and provinces organizations)

İn this research there were compared the functioning of educational systems of theRepublic of Turkey and the republic of Kazakhstan. İn this direction there were examined thefollowing themes: the two countries influential general factors of educational system, thestructure of the system?s ministry organization, educational levels and financing. İn theintroduction of the four-part research problem, aim, importance, definitions and limits arepresented. Conceptual frame is presented in the first part, relevant researches in the second,method, the model of research, universe and examples, means and technics of datumgathering, the study of inquiry?s validity and security, the analyses and datum gathering in thethird, the findings and commentaries in the forth.On the other hand, the aim of the research is the measurment differencies between thecomprehension levels of administration, vision, mission, communication, facilitatingeducation, administrative structure?s dimension of the educational system of the secondaryeducation teachers of Almaty and Ankara. İn the research 836 Almaty and Ankara?s differenthigh school?s teachers took part. There was made statistical appraisal. After applying theinquiry, ?SPSS MS for WİNDOWS? package program was used for the obtained analyses.The obtained findings of the research are as follows:1) Concerning the vision?s dimension the teachers working in Turkey and Kazakhstanare considered to be informed and connected of the institution?s aims.2) İn Turkey, the aims of school?s institution are determined not by the wholeworking stuff, but by the upper administration.3) İn Kazakhstan, the purpose of the school?s vision and attitude suitable to it isconsidered as not sufficient.4) İn both countries relating to the dimension of motivation, the administration of theschool?s institution gives importance and supports the group and team works. Atthe same time there should be opportunities for the teaching stuff to feel theimportance of studies made by the school?s administration and to follow thedevelopments in the profession of teachers.5) İn both countries it was determined that MEB organization and school?s institutiondid not pay attention to student and teachers expectations as well as school?snecessities were not welcomed enough. That is why the upper-level administrationwas not delighted by the teaching stuff.iv6) İn both countries in the motivative dimension administration?s motivation to theteachers was not enough. Concerning the motivation there was no meanfuldifferencies between the two countries.7) Concerning communicative dimension of Turkey and Kazakhstan?s teachers it wasdetermined that at both countries? schools communication between administrationand teachers was not difficult. Themes concerning work provide easily reachedcommunication to the administration.8) İn both countries the teachers were informed about the laws and application not attime. Concerning the administrative applications, teachers took difficulties inexpressing thoughts.9) Turkey and Kazakhstan?s recent educational activity was suitable to the aims ofMEB and the system?need.10) According to the research opinions of Kazakhstan?s teachers Kazakhstan?s recenteducational courses participating activitie, rising and appointing provide moreadvantages.11) The answer results of Turkey?s teachers were as follows: the decisions are takenmainly by the administrative commission and teachers? opinions were not takeninto consideration.12) Concerning the answers of Kazakhstan?s teachers, the school?s authorities tookpart at school?s level, teacher and another working stuff took part in relevantdecisions administrative periods.v