Betül BALKAR [1] , Metin ÖZKAN [2]
Rapid changes in scientific and technological fields transform all social subsystems. Economic, social and political dynamics change the quality of educational organizations and necessitate the redefinition of educational leadership (Murphy & Shipman, 1999). Education leaders have to respond quickly to all changes affecting social life. Therefore, it is necessary to analyze how the work of leaders has changed over time (Eacott, 2011a). The changing nature of educational leadership also creates a need for constant change in the qualities that school administrators must possess in order to assume the role of educational leaders. At this point, leadership development programs are put into practice in order to provide education leaders with the qualifications needed in the context of changing conditions. Nowadays, it has become an important requirement for school administrators to be involved in an effective leadership development program in order to respond to social, demographic and political changes (Hale & Moorman, 2003). Leadership Development Programs carried out for this purpose are programs carried out by universities and various institutions to prepare administrative candidates for school principal and assistant positions (Sanzo & Myran, 2012).
