International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(1) 266-284

Leader Administrator: A Qualitative Analysis Based on Teacher Opinions

Ramazan Ertürk

pp. 266 - 284   |  DOI: https://doi.org/10.29329/ijpe.2022.426.15   |  Manu. Number: MANU-2107-03-0004.R1

Published online: February 01, 2022  |   Number of Views: 289  |  Number of Download: 542

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Abstract

The aim of this study is to determine the leadership roles of school administrators based on teachers’ opinions. The participants of this case study, one of the qualitative research design, were 180 teachers working in 5 elementary schools, 4 secondary schools and 4 high schools in Bolu province in the 2020-2021 academic year. The data were collected using an interview form consisting of semi-structured questions and analyzed using the descriptive analysis method. The findings of the study indicated that the leader manager should be an ethical, facilitating, empowering, instructive, innovative, motivating, supportive and visionary manager. In accordance with the results of this study, it is recommended that school administrators should have an ethical character that exhibits impartial, reliable, fair, constructive, patient, courageous and democratic behavior.

Keywords: Leader, Administrators, Leader Administrators, Teacher Opinions

How to Cite this Article?

APA 6th edition
Erturk, R. (2022). Leader Administrator: A Qualitative Analysis Based on Teacher Opinions . International Journal of Progressive Education, 18(1), 266-284. doi: 10.29329/ijpe.2022.426.15

Harvard
Erturk, R. (2022). Leader Administrator: A Qualitative Analysis Based on Teacher Opinions . International Journal of Progressive Education, 18(1), pp. 266-284.

Chicago 16th edition
Erturk, Ramazan (2022). "Leader Administrator: A Qualitative Analysis Based on Teacher Opinions ". International Journal of Progressive Education 18 (1):266-284. doi:10.29329/ijpe.2022.426.15.
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