摘要：AbstractThis research was prepared as a Master's thesis at the Administration, Inspection, Economy, and Planning of Education Main Branch of the Educational Sciences Institute at the Near East University with the aim of establishing the self-knowledge skills of educational administrators. Opinions related to what extend administrators know themselves were gathered from administrators working at Kyrenia District kindergartens and primary schools, using a questionnaire. Their perceptions of self-knowledge skills were examined through the dimensions of gender, place of work and professional experience, and it was attempted to establish whether there was a significant difference among them. The questionnaire is made up of two sections. The first section comprises personal information. The second section contains statements showing self-knowledge skills of administrators in open fields, special fields, blind fields, and individual fields. 48 statements are presented, related to these behaviors. The questionnaire was applied at 14 primary schools and 3 kindergartens in the Kyrenia District of the Turkish Republic of North Cyprus and was administered to 14 headmasters, 14 assistant headmasters, and 1 teacher in charge; a total of 29 administrators. Frequency, percentage, arithmetical average, and Johari Window Assessment Form of the descriptive statistical methods for interpretation. It was established from the findings of this research that in the skills of self-knowledge of administrators gender factor did not make a significant difference, place of work did not make a significant difference, professional experience did not make a significant difference, and that ‘Fields Known by Self’ are greater than ‘Fields Unknown by Self’.
