AN EXAMINATION OF SCHOOL PRINCIPALS ACROSS DIFFERENT EDUCATIONAL LEVELS IN TERMS OF VARIOUS VARIABLES

This study aimed to examine school administrators working at different educational levels (primary, lower secondary, and upper secondary schools) in terms of several organizational and psychological variables. The research was conducted using a quantitative descriptive research design. The study sample consisted of 809 school administrators (169 primary, 196 lower secondary, and 444 upper secondary) drawn from the TALIS dataset. Data were collected using the School Climate Scale, School Crime and Violence Scale, Workload Stress Scale, Academic Pressure Scale, and Job Satisfaction Scale. To provide evidence for construct validity, confirmatory factor analysis (CFA) was conducted separately for each school level. Reliability evidence was obtained using Cronbach’s alpha and McDonald’s omega coefficients. Descriptive statistics (frequency and percentage), one-way ANOVA, and Spearman’s rank-order correlation analyses were performed. The level of statistical significance was set at .05. Data analyses were conducted using SPSS 25 and JASP 0.16.1.0. Findings indicated that perceptions of school crime and violence frequency, workload stress, academic pressure, and job satisfaction differed significantly across school levels, whereas school climate perceptions did not show a statistically significant difference.