School Administrators' Views on the Curricula in the Context of Effective School Management and Instructional Leadership

Purpose: This study aimed to examine the school administrators' views on the curricula in the context of effective school management and instructional leadership. Method: This study employed a qualitative approach to examine the school administrators' views on the curricula in the context of effective school management and instructional leadership. Data were collected through semi-structured interviews with sixteen school administrators from two provinces, Çanakkale and Muğla, located in west of Türkiye. Participants were selected by using convenience sampling. Findings: In this study, school administrators stated that the curricula should be student-centered, skill-oriented, up-to-date, and functional; they also emphasized that it should not be frequently revised and should avoid reliance on rote learning. The current curricula implemented in Türkiye was described as intensive, centralized, disregarding individual differences, and lacking real-life relevance. Additionally, administrators highlighted that having knowledge of the curricula contributes to the effective operation of schools, supports teachers, and serves as a key factor in improving the quality of education. Implications: This study has revealed that there some points that need improvement in school administrators' curricula knowledge. In-service training programs are recommended to address this development. Familiarity with all curricula will contribute to their effectiveness as school leaders and enhance their instructional leadership skills, thereby improving the quality of education. Additionally, considering the views of school administrators during curricula development processes will contribute to shaping the education system more effectively.