The purpose of this research is to try to find out how the administrators in secondary schools use teacher development approach both according to their own opinions and according to the opinions of teachers. This research is in the survey model. The study's universe comprises of a total of 1602 teachers in 55 middle schools in Elazığ province in 2016-2017 academic year. When sampling, similar situations are determined in the same way and maximum diversity sampling management is used in order to choose from the schools in different socio-economic characteristics. Then, the measuring instrument was distributed to 308 teachers working in 10 schools determined by random sampling method from these layers. 223 of the collected measuring instruments were evaluated. The measurement tool for teachers' development methods for school administrators was distributed to 145 administrators working in these schools, but because of the fact that they were on leave, duty, and reluctant to fill out, 104 measurement tools were taken into consideration. According to the administrators’ own opinions; they apply the items in the sub-dimension of continuing professional development at the level of occasionally, the items in the sub-dimension of monitoring and improving teachers’ professional development and in the whole scale at the level of mostly, and the items in the sub-scale of teachers’ adaptation to the school, safe environment and team building at the level of always. According to the opinions of secondary school teachers, it was found that school administrators apply the items in the sub-dimension of monitoring teachers’ professional development at the level of occasionally; the items in the subscale of adaptation of the teachers to the school environment, the items in the subscale of developing teachers, and the items in the whole scale at the level of mostly.
Secondary school, administrators, teachers, development approach, training