OKUL YÖNETİCİLERİNİN PROBLEM ÇÖZME BECERİLERİNİN İNCELENMESİ

Abstract

In the research, the problem-solving skills levels of school administrators; A combination of descriptive and correlational screening models were used to examine the data according to age, gender, marital status, seniority and educational status variables. Since the scale value is 0.978, it is above the limit. It can be seen that a total of 141 people participated in the research. The following results were obtained in the analysis of normally distributed data: There is no significant difference between the participants' problem-solving scores and gender status. There is a significant difference between the problem-solving scores of the participants and their marital status. There is no significant difference between the participants' problem-solving scores and their educational status. There is a significant difference between the problem-solving scores of the participants and their age. There is a significant difference between the problem-solving scores of the participants and their seniority status. There appears to be a significant difference between classroom management proficiency levels scores and school type status.

Key Words: School administrator, problem solving, problem solving skills.