Bu araştırmada gelişmiş ve gelişmekte olan ülkelerden bazılarında uygulanan sözleşmeli okul sisteminin ülkemize uygulanabilirliğinin okul yöneticilerinin görüşlerine göre incelemek amaçlanmıştır. Özel teşebbüslerin eğitime katılması, dershaneler ve atanamayan öğretmenler problemlerin çözümünde sözleşmeli okulların katkı sağlayacağı için araştırmanın literatürdeki boşluğu dolduracağı ve sözleşmeli okulların uygulamasına dair değerlendirmeyi deneyimli okul yöneticilerinin yapabileceği düşünülmüştür. Çalışma nitel araştırma olarak desenlenmiş, veriler yarı – yapılandırılmış görüşme formlarının kullanıldığı iki odak grup görüşmesiyle toplanmıştır. Araştırma çerçevesinde yapılan görüşmelere farklı okul türlerinde görev yapan ve çeşitli kıdemlerde 9 okul yöneticisi katılmıştır. Araştırmada toplanan veriler üzerinde betimsel analiz ve içerik analizi yapılmıştır. Araştırmada geçerlik ve güvenirliği sağlamak için araştırmacılar görüşmelere beraber katılmış, ses kaydı alınmış, kayıtların yazıya dökülmüş halleri görüşmecilere onay için sunulmuş, yapılan kodlamalar için alan uzmanı araştırmacılardan uzman görüşü alınmıştır. Araştırma sonucunda katılımcılardan 6 tanesi sözleşmeli okul sisteminin Türkiye’de uygulanabileceğini, 3 tanesi ise uygulanamayacağını ya da uygulanmasında problemlerle karşılaşılacağını ifade etmiştir. Ayrıca katılımcılar yasal çerçevenin iyi oluşturulması, kontrol ve denetim mekanizmasının iyi kurulması ve işletilmesi gerektiği gibi öneri ve uyarılarda bulunmuşlardır. Araştırmaya katılan okul yöneticileri sistemin Türk eğitim sistemine “performansın artması”, “fırsat eşitliği” ve “rekabet ortamı oluşturulması” gibi faydalar; “ideolojik problemler”, “öğretmenlerin iş garantisinin olmaması” ve “personelin özlük haklarında yaşanacak kayıplar” gibi zararlar verebileceğini ifade etmişlerdir.

Introduction. The analysis of education systems of developed countries shows that they employ various methods in different areas of their countries and different levels of education. Although all of these different approaches and methods in education systems have similar aims in common, systems like charter school system have an authentic structure (Hesapçıoğlu ve Çelebi, 2011). Charter school system is employing or leaving the right to manage and teach at a school to a private educational institution, family board or assosication of teachers/adminitrators (Knopp, 2008). By doing this, some of the developed countries such as England, Canada, USA and Sweeden aim to provide new options to families and students and promote competion (Zimmer vd., 2012; Jinnai, 2014; Winters, 2012). In this system, a contract is made and the state generally grants a subsidiary per student to the assosiciation or institution. The institution is responsible for running educational practises and the state checks and supervises the isnstitutions to see whether they meet the national standards or not (charterschoolcenter.org; Zimmer ve Buddin, 2006; Knopp, 2008; Kamienski, 2008). In the near future, as the government passed a legislation prohibiting private courses, the Ministry of Natioanal Education in Turkey will need supporting systems to enrich school options for students and parents. Because of that reason, such authentic and untried systems may be tried in pilot studies. This study aims to lay the theoretical background to such studies beforehand. Purpose.The purpose of this study is to evaluate the applicability of the Charter School System according to the views of the school administrators. As the private courses in Turkey will be closed in 2015, Ministry of National Education will need supporting systems to meet the education needs of the public. In this regard, Charter School System is a distinctive school management and education system that can be employed for this purpose. This study has been conducted by researchers in order to investigate the applicability of such a system and contribute to literature in the area. Within the scope of the general purpose of the study, the applicability, advantages/contributions and disadvantages of this system were investigated. Method. Qualitative research method was employed in this study. The data of the research was collected via focus group interviews (two interviews) in which 9 school administrators from different types of schools and seniority levels participated. After the two focus group interviews, the researchers were of the opinion that the data set of the study reached saturation point. For this reason, interview part of the study was ended. The interviews were tape-recorded and transcribed. Both of the interviews lasted for nearly one hour. The transcription of the records provided the researchers with raw data on which descriptive and content analysis were carried out. After the analyses, themes, sub-themes and codes were created and categorized. Also with descriptive analysis, the themes and sub-themes were supported with direct annotations. The validity and reliability of the research were ensured in different ways. First of the techniques employed for validity and reliability was two researchers’ taking part in the interviews together to ensure the objectivity of the researchers. The second was getting two participants check the content of the transcriptions in case of writing or lexical/semantic mistakes. The participants didn’t find any mistakes and confirmed the transcriptions of interviews clear and flawless. The last was including fellow scholars as coders to check and recode the themes and codes of the study to procure inter-coder reliability (Miles and Hubermann, 1994; Yıldırım ve Şimşek, 2013: 259). The consistency rate of inter-coder reliability was found to be 94,66 %. Findings. In the study, pre-determined themes were used, and the codes reached upon the analysis of