Content analysis of Teachers' and Administrators' Viewpoints in terms of Appointment Criteria for Educational Administrators

Abstract

In this study, the content analysis of teachers' and administrators' viewpoints in terms of appointment criteria for educational administrators was performed. The data-gathering tool was a researcher-made questionnaire with 95 closed-response questions and one open-ended question entitled "What suggestion exists for the appointment of educational line and staff administrators based on meritocracy"? This study interprets the open-ended question. In terms of purpose, this study is applied and in terms of data, it is quantitative and in terms of conduct, it is a descriptive survey. The statistical population of this study includes 103772 line managers, 7380 staff managers and 958196 teachers from different programs of study. 400 staff and line managers and 400 teachers were selected as subjects by simple, random, multi-stage cluster sampling. The respondents to the open-ended question included 173 teachers and administrators. Content analysis was used to analyze the open-ended question of the questionnaire. The results of content analysis of the open-ended question show that for the appointment of administrators, teachers and administrators put more emphasis on specialty, meritocracy and experience more than other components.