Relatıonship between school principals' perceptions of self-efficacy and their administration styles

Like every organization, educational organizations are also the system of roles. Certainly, the most important role in the organization is principal's role. The competen-cies of employees are important for them to exhibit the expected behaviors. Self-efficacy can be defined as individual's level of perception on their own capabilities and skills. School principals must have the necessary competences to be successful in the their du-ties. For school principals to be successful in their duties, the administration forms and styles they exhibit, as well as their self-efficacy, are influential. The aim of the study is to determine the relationship between school principals' perceptions of self-efficacy and their administration styles. The descriptive and correlational survey design is used in this study. 2203 school principals working in kindergarten, primary schools, secondary schools and high schools in Şanlıurfa province constituted the population of this study. 250 principals of school created the sample of the study. The convenience sampling method, one of non-random sampling methods, was used. In the study, the data related school administrators' administration styles were collected using the "perceived school principal administration styles scale" developed by Üstüner (2016) and the General Self-Efficacy Scale adapted by Yıldırım and İlhan (2010) was used to determine school ad-ministrators' perceptions of self-efficacy. Research results show that school principals' perceptions of self-efficacy are positive and high. In the study, school principals' self-efficacy perceptions of initiative dimension, one of general self-efficacy dimensions, were higher; their perceptions of resilience and perseverance dimensions were at the lowest level. In the study, it was found that school principals adopted the cooperative admin-istration style