Abstract :
The aim of this study is to determine school administrators self-efficacy perceptions. The research was carried out with a cross-sectional survey model. The universe of the research consists of 4.111 “school administrators (principals and vice principals)” working in public schools (kindergarten, primary school, secondary school and high school) in Ankara in the 2019-2020 academic year. The sample of the study is 408 school administrators. In this study, School Principals Competence Perceptions Scale was used to measure school administrators self-efficacy perceptions. The measurement tool used in the study was applied by the researcher to 408 school administrators working in Ankara in May of the 2019-2020 academic year, and the data were collected. As a result of the research; It has been observed that school administrators self-efficacy perceptions are quite high. Instructional leadership competence perceptions of school administrators showed a significant difference according to the variables of task, branch and school level. In addition, it was found that there was no significant difference between school administrators self-efficacy perceptions according to the variables of gender and leadership seniority. In cooperation with universities, some supplementary training can be organized for managers with low management seniority. In this study, self-efficacy perceptions of school administrators were examined. Similar studies can be conducted in relation to concepts such as self-efficacy and burnout, job satisfaction, and organizational commitment.
NaturalLanguageKeyword :
School , manager , self , efficacy.
