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Contemporary Approaches in Education and Communication

Edited By Hasan Arslan, Mehmet Ali Içbay, Alejandro J. Gallard and S. Lizette Ramos

This book presents a collection of papers written by researchers, teachers, administrators, analysts and graduate students working and doing research in the field of social sciences. The scientific studies include a wide range of topics from the analysis of social science textbooks to the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

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The Self-Efficacy Theory: School Principals’ administrative Experiences (Nuray Sevınç / Hasan Arslan)


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Nuray Sevınç and Hasan Arslan

The Self-Efficacy Theory: School Principals’ administrative Experiences


A school principal is a person who carries the school into the future using all human and material resources efficiently while considering the school’s structure of diversity and the properties of the environment (Armstrong, 2008). He is the key person in the creation of a perfect atmosphere (Korkmaz, 2005). Studies have been done in this direction over the last twenty years (Akçadağ, 2013). Even the simplest activity in schools is so important and each of them must be planned carefully and must not be left to chance. This imposes important liabilities to the school administrators (Cemaloglu, 2007). As Turan indicates (2007), being a principal is a hard job. School managers should be able to replace all of these responsibilities which are carried out at schools.

School principals carry out the implementation of education management in schools (Akcay, 1996). Principals get a lot of management experience with these applications. The knowledge and the experience of management and the ability to analyse events are significant for principals during the process of decision-making and problem-solving (Arslanarg’s & Booth, 2012). According to Ekinci (2010) when the experience of principals increases, the levels of their guidance to teacher candidates increase too. With this regard, the experience gained with seniority offers a significant contribution to the teacher candidates during training and that the contribution of 21 years of seniority is...

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