The reform struggles in different dimensions, the educational ministers of diverse governments, the shifts in the Ministry of National Education in short periods, and following new politics with the new coming governments in the system brought educational regulation shifts frequently. The issue must be handled in a spectrum of dimensions with the aim of bringing a light to the outcomes of the applications of educational regulation shifts. The general aim of this study is to investigate and clarify the regulation shifts in the Turkish educational system and the attitudes of school managers towards these shifts. A convergent parallel method, which is among the mix method research designs, was used in the study. The sampling includes 223 school managers from nursery schools, primary schools, secondary schools, high schools-working in Mersin and Adana cities in 2016/2017 educational year. The study has been conducted by an instrument with three parts: the first part consists of demographic data, the second part covers a semi-structured interview form designed by the researchers (applied to 60 managers), and the third part includes the scale of preparedness for changes designed by Kondakçı and his friends (2010). Descriptive analysis is employed for qualitative data, while the quantitative data were analysed by SPSS. The results of the study suggest that the Ministry of National Education very often introduces structural regulation shifts and transformations and this has a negative effect on the educational system. The frequent changes also show that managers’ attitudes towards being prepared to the shifts are quite high.
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