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The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 210 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that internal and external factors should be considered together and teachers’ and school administrators’ professional development should be provided with continuity in order to ensure sustainability of school-based change policies. Based on the results of the study, it is suggested that professional development opportunities for teachers and administrators should be varied and should be enriched in terms of content in order to response to requirements of change effectively. Ozet Bu arastirmanin amaci; ortaokul ogretmenlerinin okul temelli egitsel ve yonetsel degisim politikalarinin okullarda surdurulebilirligine iliskin goruslerinin belirlenmesidir. Nitel ve nicel arastirma yontem ve tekniklerinin bir arada kullanildigi arastirma karma arastirma yontemiyle gerceklestirilmistir. Arastirmanin katilimcilari Gaziantep ili merkez ilcelerinde bulunan ortaokullarda gorev yapan 210 ortaokul ogretmeninden olusmaktadir. Katilimcilar maksimum cesitlilik orneklemesi kullanilarak ve gonulluk esasiyla belirlenmistir. Arastirmanin verileri standartlastirilmis acik uclu sorulardan olusan gorusme formu araciligiyla toplanmistir. Arastirma verilerinin analizinde nitel ve nicel veri analizi teknikleri bir arada kullanilmistir. Arastirmanin sonucunda; okul temelli degisim politikalarinin ozellikle egitsel konulara yonelik oldugu belirlenmistir. Degisim politikalarinin ogretmenler tarafindan kabul gormesi ve boylece uygulanabilir olabilmesi icin, okul kulturune uygun olmasi ve sistemli olmasi gerekmektedir. Ayni zamanda ogretmenlerin de degisimin uygulanmasini kolaylastiracak birtakim ozelliklere sahip olmasi gerektigi ortaya cikmistir. Okul temelli degisim politikalarinin surdurulebilirliginde okul ici ve okul disi faktorlerin bir arada degerlendirilmesi ve ozellikle yonetici ve ogretmenlerin mesleki gelisimlerinde sureklilik saglanmasi gerektigi sonucuna ulasilmistir. Arastirmanin sonuclarina dayali olarak; degisimin gerekliliklerine etkili bir sekilde cevap verilebilmesi icin, ogretmenlere ve okul yoneticilerine sunulan mesleki gelisim olanaklarinin cesitlendirilmesi ve icerik acisindan zenginlestirilmesi onerilmektedir.

uluslararası i̇nsan bilimleri dergisi

Evaluation of teachers’ opinions on sustainability of school-based change policies&lt;p&gt;Öğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi