The Opinions of School Administrators and Teachers about Assistant Principal Appointments

Abstract

The purpose of the present study was to examine the opinions of school principals, assistant principals and teachers about the standards, process and possible consequences of the assistant principal appointments in Turkey. We have conducted a qualitative research by using phenomenological design. The study group includes fifteen participants (five principals, five assistant principals, and five teachers) determined by using maximum variation. Research data has been collected from a researcher-developed interview form for obtaining the opinions of participants about assistant principal appointments performed upon school principals’ request and necessary qualifications for choosing them elaborately. We have found that most of the participants have expressed positive views on appointing assistant principal upon the principals’ request. However, all participants have expressed negative views on principal appointments. Furthermore, participants have mentioned that assistant principals should contribute to the school and have mostly some qualifications such as being good at communication and social relationship; being able to work in harmony and together as a team; administrative and leadership skills. Participants’ opinions have revealed that assistant principal appointments can have positive outcomes such as becoming a team, harmony, coordination, working together, collaboration, making tasks easier etc. However, participants have asserted that these appointments can also lead to negative effects such as being emotional, indebtedness, acceptance of all request from principals, heavy workload, external interventions etc.