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The aim of this present research is to specify the interrelation between the happiness and self-efficacy levels of the school administrators. This study is a descriptive survey model, and its population consists of the school principals and deputy principals in Amasya Province which are the subsidiaries of the Ministry of National Education. The Correlation coefficient was calculated and the methods of One-Way ANOVA, t-test, and Kruskal-Wallis H tests were used for the sub-problems. Once the findings of the research were analysed, a positive and mid-level significant interrelation was discovered between the happiness and the self-efficacy levels of the administrators about school administration. The results of the analysis suggest that happiness and self-efficacy levels of the school administrators according to their perceptions can be observed as "fine". Furthermore, their perceptions about happiness and self-efficacy levels differ according to the length of service groups they belong to. This is evident from the finding that the group of 1-5 years of service has highest score of happiness level, and the experience groups of 6-10, 16-20, 21 and above, and 11-15 years follow them respectively. The highest score of self-efficacy level, at the same time, is owned by the ones who have 21 years of service and above, and the experience groups of 16-20, 6-10, 11-15, and 1-5 years follow them respectively. The self-efficacy levels also show significant difference regarding the variable of age.

Metaphor used in a variety fields of social sciences can be defined as the meaning transfer from one object to other which have similarities in terms of some aspects. It can also be defined as making relations between abstract things with concrete everyday things to be understood them easily. When addressed in terms of education administration, it has been observed that metaphors are often used while designing curriculums, planning activities, making motivations for learning and creative thinking trainings. In this context, it is possible to benefit from them in order to understand the school better. The aim of this study is to reveal the perceptions of school administrators related to school and ideal school with the aid of metaphors. In this study, using phenomenology (qualification) from qualitative research methods, data from 37 school administrators working in the province of Amasya and identified by maximum diversity sampling method were obtained by using a semistructured interview form prepared by the researcher and composed of two parts. In analysing of the data obtained in the research, content analysis technique was used and in the Özet Sosyal bilimlerin birçok alanında kullanılan metafor, algısal benzerlik olan bir objeden diğerine geçen anlam transferi ve soyut kavramlar ile bilinen somut şeyler arasında ilişki kurmak biçiminde ifade edilmektedir. Eğitim yönetimi açısından ele alındığında, metaforların müfredat geliştirirken, planlama yapılırken, öğrenme motivasyonları yaparken ve yaratıcı düşünce eğitimlerinde sıklıkla kullanılan bir yöntem olduğu gözlemlenmektedir. Bu bağlamda, okulu daha iyi anlamak için de metaforlardan yararlanmak mümkündür. Bu doğrultuda bu araştırmanın amacı okul yöneticilerinin okul ve ideal okul kavramlarına ilişkin düşüncelerini metafor yardımıyla açığa çıkarmaktır. Nitel araştırma yöntemlerinden fenomenoloji (olgubilim) deseni kullanılan bu araştırmanın örneklemini; Amasya ilindeki ilkokul, ortaokul ve lise okul türlerinde görev yapmakta olan 37 okul yöneticisi oluşturmaktadır. Maksimum çeşitlilik örnekleme yöntemi ile belirlenen okul yöneticilerinin, okul ve ideal okula ilişkin algılarını belirlemek üzere araştırmacı tarafından hazırlanan ve iki bölümden oluşan yarı-yapılandırılmış bir görüşme formu kullanılmıştır. Verilerin 1 This paper was presented in

Being a cross-national analysis, the aim of this study, which draws on data from school principals, is to evaluate parents’ involvement in decision-making processes comparatively in Turkey, Germany and France, which are members of the Organization for Economic Cooperation and Development (OECD) and were included in the study in terms of some variables, such as data in Human Development Index (HDI) report 2016 and results of the Programme for International Student Assessment (PISA) 2015 reading skills, math and science literacy results’ based on demographic, socio-economic, socio-cultural variables as well as achievements in education, population trends and parents’ involvement in education. Phenomonology research design from qualitative research methods was used in this study. Data analyses relied on content analysis technique. School administrators from Turkey, Germany and France were included through criteria sampling method from purposeful sampling methods. Interview technique was employed in order to collect data through a semi-structured interview form. The findings of the study highlighted that all participants agree on the positive impact of parents’ involvement in decision-making but there are some ambiguity how and what level parents must involve in decision-making processes. Some recommendations are made on how to improve involvement in decision-making process.

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