@article{2015,title={AN INVESTIGATION OF SCHOOL ADMINISTRATORS AND SUPERINTENDS IMPACT ON TEACHERS’ PROFESSIONAL DEVELOPMENT},abstractNode={The aim of this study is to investigate school administrators and superintends impact on teachers’ professional development. Participations of this study are 94 elementary school teachers. A form that consisted of five open-ended questions was used to collect data. The questions are following. 1. What kind of performance, features, qualities, and responsibility do school administrators pay attention to evaluate your performance? 2. What kind of performance, features, qualities, and responsibility should school administrators pay attention to evaluate your performance? 3. What kind of performance, features, qualities, and responsibility do superintends pay attention to evaluate your performance? 4. What kind of performance, features, qualities, and responsibility should superintend pay attention to evaluate your performance? After collecting data, content analyzing was used and responses of the teacher were ranked from the most to the last. Findings of this study are following. 1. Generally school administrators pay attention teachers’ formal responsibility and paper works when they evaluate teachers’ professional performance. However, the teachers expressed that school administrators should pay attention of teachers teaching performance, motivation, and communication with children. 2. Elementary school teachers viewed that mostly superintends check teachers paper works to evaluate teachers’ performance. Furthermore, superintends visit classrooms in a short time to get idea about teacher performance of whole academic year.},author={İsa KORKMAZ},year={2015},journal={The Journal of International Educational Sciences}}