The Effects of Administrator Rotation on School Culture

Abstract

The aim of this study is to examine the effects of administrator rotation on school culture based on the views of school administrators and teachers. Designed as a qualitative study, the research data were collected through semi-structured interviews conducted with school principals and teachers working in the province of Düzce. The collected data were analyzed using the content analysis method, and themes, sub-themes, and codes were systematically developed. The findings indicate that school administrators’ leadership skills, communication styles, tolerant attitudes, and practices that promote collaboration have a positive impact on school culture. According to the participants, a strong school culture is associated with cooperation, harmony, motivation, academic achievement, and the internalization of shared values. Regarding the effects of administrator rotation on school culture, the results reveal that rotation may lead to positive outcomes such as positive transfer, innovation, increased diversity, and a sense of ownership; however, it may also result in negative effects including communication problems, insensitivity, and disruption of organizational order. In particular, the participants emphasized that newly appointed administrators’ lack of familiarity with the school’s historical and cultural background may cause difficulties during the adaptation process. In conclusion, administrator rotation has both positive and negative effects on school culture. When it is carefully planned and supported by effective communication, leadership, and adaptation processes, administrator rotation can contribute to the development of school culture. The findings suggest that rotation practices should be planned by taking into account the unique cultural characteristics of schools and that transition processes should be managed systematically.