{'fraction_non_alphanumeric': 0.021739130434782608, 'fraction_numerical': 0.0, 'mean_word_length': 6.178899082568807, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The First Step to Leadership in School Management: Taking Initiative

Problem statement: The present study aims to determine the situations and the characteristics of these situations, in which school administrators take initiatives, and the outcomes of these initiatives for the school. Aim of the study: The aim of this study is to investigate school administrators’ use of initiative. Consistent with this purpose, conditions and frequencies of school administrators encountering with unordinary situations, references and strategies they apply when there is a complication without formal solution, conditions of taking initiative instead of over-validating the legislation, principles, values, ethical outlines and outcomes of taking initiative are intended to be identified. Methodology: This study aims to identify the conditions of taking initiative, characteristics of these conditions and outcomes of the cases where school administrators take initiative based on interviews. Results: Initiative domains of school administrators participated in this study bare very limited contribution to lead changes in daily routines and bureaucratic procedures. When legislations and regulations fall short, participating school administrators seem to feel worried, anxious, conflicted, helpless, distrustful and worried about being aggrieved and going under investigation. While taking initiative, principles and values school administrators take into account can be summarized as common interest, institutional benefit, justness, objectivity, and human-orientation.