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CHAPTER 4- AN INVESTIGATION OF COMPETENCY-BASED SCHOOL ADMINISTRATOR TRAINING PRACTICES IN TÜRKİYE AND POLAND                                                                                                                                                         77        

Cite this chapter

Sevinc, N. (2023). Chapter 4 An Investigation of Competency-Based School Administrator Training Practices in Türkiye and Poland. In B. L. Salvador Bizotto (Ed.), Academic Research & Reviews in Social, Human, and Administrative Sciences-III- (pp. 77-112). Ankara, Türkiye: Global Academy Publishing House.

The 21st century is characterized as the age of education and countries are making efforts to increase the quality of education at the international level. In increasing the quality of education, the evaluation of student achievements in both international assessments (such as PISA, TIMMS) and national exams (such as Higher Education Institutions Exam, High School Transition System) is associated with the success of schools, and for the last 50 years, the impact of school administrators in increasing the success of schools has been at the center of attention of researchers and policymakers. School administrators have direct, indirect and reciprocal effects on academic achievement (Özdemir and Kavak, 2019). In an agenda where it is discussed that the social development, welfare and economic competitiveness of countries depend on the success of schools (Hanushek, 2016), the training of administrators who have a significant impact on schools has become a critical element for the future of societies (Savaş, 2019). The management of schools, which is in constant change, brings the issue of administrator competencies and standards to the agenda. In light of these developments, school administrators can be the leaders of the future by carrying the standards of competencies that can evaluate changes as an opportunity rather than a threat. Research has shown that the leadership of school administrators plays a critical role in school development. Recent studies (Kambur, 2020; Uysal, 2019) have been conducted in the context of the competencies and leadership competencies that school administrators should have in order to increase the quality of education and the success of schools in line with the requirements of the age in Türkiye. In a study conducted by Sevinç
(2017), school administrators stated that they thought that they were not very competent in their first years, that they gained competence with their experiences in the first five years, and that they gained in-depth knowledge about administration over the years by experiencing, asking other administrators, researching and thanks to the trainings they received. This situation necessitates that school administrators should have competencies that can affect the success of schools and the quality of education, and therefore it is necessary to improve the quality of the models, programs and practices applied in the training of school administrators.

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