Akademik Veri Yönetim Sistemi
Latin America 4th International Conference on Scientific Researches, Mexico City, Meksika, 03 Kasım 2022, ss.167-186
The aim of this research is to reveal the level of readiness of newly appointed school principals
in Somalia to cope with the problematic aspects of their profession before being appointed. The
study's target population is novice school principals who have worked as principals for the last
three years or less. Data for the study were collected from Mogadishu, and the Puntland Region
in Somalia, through the ISPP (International Study of Principal Preparation) survey. The
population is all school principals in Mogadishu and Puntland. The research sample consists of
181 school principals working for three years or less in public and private primary, secondary
and high schools in Mogadishu and the Puntland Region of Somalia in the 2020-2021 academic
year. The collected data were imported into the SPSS program, where frequency, percentage,
arithmetic mean, standard deviation, t-test, ANOVA, and Kruskal Wallis tests were employed.
As a result of the analysis, the following findings were obtained: It has been determined that
the newly appointed school principals in Somalia are ready to cope with the problematic aspects
of their profession before they are assigned, at the level of "I agree" in all dimensions and across
the scale. Any difference could not be seen in school directors' perceptions of how ready they
are to deal with the aspects of their profession that they found difficult before they were
appointed according to their gender, Age, how many years they have been working as a director,
their professional seniority in school administration before their current principalship, the
number of registered students at their schools, and the location of the school. However, some
significant differences were found in the perceptions of school principals about how ready they
are to cope with the aspects of their profession that they find difficult before they are appointed
to the task in terms of their education levels in general and in the dimension of "problems with
school stakeholders"; In terms of their professional seniority in the field of education, in terms
of their professional seniority before their current managerial position, in the dimensions of
"system," "environment" and "problems with school stakeholders" of their profession; In terms
of the education level of the school they work in, in the dimensions of their career "with
themselves," "with the system" and "problems with school stakeholders".