An Examination of School Administrators’ Views on Their Leadership Roles within the Scope of the Türkiye Century Maarif Model: The Case of Diyarbakır
This study examines school administrators’ views on their leadership roles within the scope of the Türkiye Century Maarif Model. The study group consisted of 20 school administrators working in the central districts of Diyarbakır province, selected through maximum variation sampling, one of the purposive sampling methods. Designed as a phenomenological study within the qualitative research approach, the research collected data through a semi-structured interview form developed by the researcher and analysed them using content analysis. The findings showed that the administrators most frequently emphasised visionary and change leadership and instructional leadership, followed by value-based and ethical leadership and a collaborative, participatory management approach. Participants stated that guiding teachers, supporting their professional development, building a shared school vision, and ensuring strong cooperation among school stakeholders are important for the effective implementation of the model. Heavy bureaucratic workload and lack of time, difficulties in adapting to change, resource shortages, uncertainties regarding legislation, and the need for in-service training were found to make it difficult for administrators to fulfil their leadership roles. As solutions, participants suggested increasing practice-oriented in-service training, providing school administrators with greater administrative and institutional support, strengthening cooperation among stakeholders, and disseminating sustainable practices that support instructional leadership.

Keywords
Türkiye Century Maarif Model, school administrator, leadership, instructional leadership, educationa