Bu araştırmanın amacı Türkiye ve KKTC üniversitelerinde eğitim yöneticilerinin davranışlarına yönelik olarak öğretim elemanlarının ve öğrencilerin görüşlerini belirlemektir. Araştırma tarama modelinde olup, KKTC'de dört üniversite ve TC'de iki üniversite araştırma kapsamı içerisine alınmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Yöneticilik Davranışları Ölçme Ölçeği” kullanılmıştır. Çalışma grubu olarak lisans eğitimine devam eden I. II. III. ve IV. Sınıf ve yüksek lisans öğrencilerinden oluşan toplam 315 kişi ile 199 öğretim elemanı seçilmiştir. Ölçme aracının geçerliği doğrulayıcı faktör analizi, güvenirliği ise Cronbach alpha testi ile ortaya konmuştur. Araştırma sonucunda akademik personelin mesleki unvanları, çalışma yılları, yaş faktörü ve akademik personel içinde yöneticilik yapmış olma durumuna göre anlamlı farklar ortaya çıkmıştır. Uzun çalışma süresi olan öğretim elemanlarının akademik eğitim yöneticilerinin davranışlarına daha olumlu görüş belirttikleri sonucuna ulaşılmıştır. Ayrıca akademik personelin mesleki unvanının yükselmesine paralel olarak yöneticinin davranışına bakışını olumlu yönde değiştirdiği görülmüştür. Öğrencilere yönelik sonuçlarda da, daha üst sınıflarda okuyan ve kırsal bölgelerde büyüyen öğrenciler akademik yöneticilerin davranışlarına daha olumlu görüş geliştirmektedir.

Background. The universities which have high standards should have the aim to improve academic quality and assign important responsibilities to educational administrators. One of the success indicators of educational administrators is their behaviors to students and academic personnel. Kowalski (2003) defines educational administrators with the tasks of organizing, leading, managing, facilitating, communicating and supervising. Özmen and Batmaz (2006) in their study emphasized that educational administrators should have financial knowledge and be capable of coordinating their personnel and students. Educational administrators should not only be responsible for the physical structure of their organization but also for the people, groups and sources which are part of their organization. For effective administrative processes, the administrator should have decision-making, evaluation, problem solving and analytical skills. Educational administrators should be able to create an effective organizational culture. Administrators who perform intellectual behaviors can also create an organizational culture which encourages creative thinking and intuition (Dublin, 2001:78; Akt: Tabak, 2005). With this regard educational administrators should give importance to human resources. With effective human sources effective organizational culture can be created and maintained. In addition, behaviors within the organization can be shaped in accordance with such an organizational culture (Murat and Açıkgöz, 2007). Purpose. The purpose of this study is to examine administrative behaviors of educational administrators in universities of Turkey and Cyprus b y perceptions of academic staff and students. Differences in the perceptions of the academic staff by academic title, age, working years, gender and experience as an administrator were examined. Differences in the perceptions of university students were also examined by living in urban or rural areas and the grade at which they study. Method. The sample included 315 undergraduate students (1st, 2nd, 3rd and 4th graders) and graduate students and also 199 academic staff members from Near East University, Eastern Mediterranean University, European Lefke University and Ataturk Teacher's Academy in the Turkish Republic of Northern Cyprus (TRNC) and Abant Izzet Baysal University and Konya Selcuk University in Turkey. “Administrative Behaviors Questionnaire” developed by the researchers was utilized in the study. For the formation of the questionnaire the researchers benefited from the following scales: The scale of Balım, Kesercioglu, Evrekli and Inel (2009) entitled “Ideas of Constructivist Approach Scale for Science Teacher Candidates: A Reliability and Validity Study”, the scale of Yörük and Akdağ (2010) entitled “Development of a scale of Instructional Leadership Behaviors of Basic Education Administrators,” the scale of Demir (2002) “Attitudes toward Vision Development,” the scale of Gümüş and Geçer (2008) “The Effectiveness of Administrators in the Decision-Making Processes.” Expert opinion from 5 educational administrators (two associate professors, two assistant professors and one lecturer (PhD) was sought. Factor analysis was carried out to test the validity of the instrument. Cronbach alpha was used to establish reliability. Results. ANOVA and t-test results showed that as the status of the academic personnel goes higher, their ideas are more positive about the behaviors of the educational administrators. Academic personnel whose age is 42 and higher have more positive attitudes about the behaviors of the educational administrators. Academics who have 20 and more years of teaching experience are more positive about the behaviors of their administrators. Looking at the gender variable, it was found that female academics are more positive about the behaviors than the male academics. In terms of universities, it was found that the academics from Near East University and European Lefke University are more positive about the behaviors. Results concerning students, the study revealed that students living in rural areas and studying in upper grades perceived the behaviors of their educational administrators more positively than those living in urban areas and studying in lower grades. Finally, the students who study in Near East University and European Lefke University have more positive attitudes than those who study in other universities. Discussion. The data of the study revealed that as the age and the working years of the academics increase, they develop more positive ideas about the behaviors of their educational administrators. This result may imply that through experience these academics better managed to embrace their working environment. The findings also showed that academics and students from Near East University and European Lefke University are more positive about the behaviors of their administrators. This finding may reveal that they are happy with the behaviors of their administrators and that these administrators can be closer to effective leadership skills. The findings related to students showed that students living in rural areas are more positive about the behaviors of their administrators than those living in urban areas. This finding may imply that students living in rural areas may have more tendencies to obey and respect their administrators and therefore may not be able to judge the behaviors of their administrators objectively. Educational administrators should find ways to get closer to new students and academic personnel who has less work experiences than the others. They should develop techniques to transform negative behaviors into positive behaviors. Informative meetings, teamwork activities and scientific research studies should be more