Comparison of the models adopted regarding the training and appointment of school administrators (Turkey, France, Denmark and England Sample)

Abstract

Contemporary education systems are inextricably interwoven with chaos and complexity that we cannot talk about issues like educational management, training and appointment of staff in a chaos and complexity vacuum. In this study, training and appointment practices of school administrators were analyzed comparatively in Turkey, France, Denmark and England. After analyzing the training and appointment practices of school administrators in France, Denmark and England, the consequences have been compared with the training and appointment practices in Turkey. As a result of the comparison it was established that the training and appointment practices of school administrators in Turkey depict a certain level of complexity as they vary from time to time but these variations do not reflect an improvement and there are a variety of chaotic and complex structures in the training, selection and appointment of school administrators. When the states in the scope of the study are examined, it might easily be noticed that there were significant differences between the states in terms of training and appointment practices. Furthermore, one of the most remarkable differences between Turkey and the other states was noticed to be the training procedures. Consequently, within the scope of the study solutions to the problems in the training, selection and appointment of school administrators in Turkey were sought.