The effect of administrator behaviors on teachers' professional socialization

The aim of this study is to examine the effect of school principals' attitudes and behaviours on the professional socialization of teachers according to the opinions of the principal and teachers. In this study, the situation analysis technique, one of the qualitative research methods, was used. The research was conducted by taking into account the principles of interview technique with 20 volunteer school principals and 80 teachers from each school grade type in Isparta, with an easily accessible sample. As a data collection tool, structured interview forms prepared separately for principals and teachers within the scope of professional socialization literature were used. The data were recorded using face-to-face interviews with voice recording and note taking technique. The answers received were interpreted with the descriptive analysis method and it was observed that there were significant similarities between the obtained data. Themes were created from similar data using the content analysis method, and themes were shown in the research questions and tables. The data in the tables are explained using statistical expressions such as percentage (%) and frequency (f). Some of the answers of the participants are presented as direct quotations under the research questions. According to the results of the research, it has been revealed that school principals generally exhibit the behaviours of motivating their teachers, sharing innovations and evaluating them together within the scope of adapting the innovations in education to their schools. It was found that behaviours such as the rewards and motivation of the school principals towards teachers, sharing their experiences and directing them to vocational training positively affect their professional adaptation and development. The behaviors of school principals that negatively affect teachers' professional adaptation and development; inequality, indifference to innovations, and arrogance. School principals share their experiences of professional socialization of new teachers, support and appreciate their work, and exhibit professional informative behaviours; It was concluded that teachers coming from another institution or school showed the behaviours of informing about the school, working on adaptation and socialization, helping and giving role to socialize. It has been observed that school principals generally conduct educational studies for inadequate teachers, communicate and guide them. In addition, it was concluded that in cases where teachers were insufficient, they received support from school principals mostly for classroom arrangement, material procurement, advice, teaching methods and techniques.