The role of school principals in the training of teachers is crucial in terms of the on-site observation of the anomalies, the permanent involvement of the school system of the education service and the application of theory and practice. Developing teachers while making supervision, making recommendations while criticizing and practicing them when necessary are basic requirements of the instructional leadership of school principals. Principals are one of the most important influencing factors to performance of teachers.
The school manager should know the characteristics and interests of the teachers and should use these potentials to the greatest extent in assignment and teamwork. Furthermore, perceptions of each teacher should be determined about the teaching profession, and opportunities should be provided to teachers based on these perceptions and expectations. In this study, instructional roles and responsibilities of school principals in EU and Turkey are discussed.
When group meetings are properly organized, they can function as an educational environment and educational tool. Effective meetings organized by school principals will positively impact team productivity and communication development in the school. Although teachers share sometime within the school, they are somewhat isolated from each other as they work alone in the classroom. This isolation can sometimes turn into a destructive competition.
The sensitivity of organizing and managing meetings effectively help teachers to understand how teachers should behave at meetings and how useful and enhancing the meetings are when they are well organized. Well-organized effective meetings also give people the chance and the opportunity to express themselves and influence the business process. However, the ability to achieve all these benefits depends on managers' sensitivity and skill development in some issues. One of the most important functions of school principals in the school is to take an active role in the development of school staff.
Instructional Roles and Responsibilities of School Principals in EU and Turkey discussed in the study. Educational issues are more autonomous, coordinate teachers, lead and assess teachers in Belgium. School principals have a wide autonomy in educational matters in Denmark, they determine teachers 'classes and courses, they are responsible for evaluating teachers based on classroom observations, and they evaluate class progress by examining students' work by visiting classes in Germany. Educational autonomy of school principals is limited to teaching method in Greece. School principals are responsible for school work in France. They are the pedagogical leader of the school and responsible for program in Finland. School principals and boards of governors are responsible to prepare and implement North Ireland Curriculum. On the other hand, school principals are responsible for all about in school in Turkey.
The effective implementation of educational roles by school principals, the application of the assessment approach according to multiple data sources in schools, the development of teacher performance with the support of the schoolmaster is directly related to the way the schoolmaster manages the school and the personality traits. School principals who choose to use the information that they have against the teacher and who have not settled in the school of organizational justice will need more advanced managerial leadership experience and leadership training.
Anahtar Kelimeler: School principals, Education, Staff Development
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