The present study revealed the contributions of support and training courses to the stakeholders in addition to the problems experienced by different stakeholders during the course procedure and their solution offers based on the opinions of school administrators. The qualitative research methodology was used in the study and phenomenology was determined to be the research design. The study group consisted of 40 school administrators employed at support and training courses in Nizip district of Gaziantep province in the academic year of 2018-2019 and determined through criterion sampling. Content analysis was conducted for the in-depth analysis of research data. According to the obtained findings, it was concluded that support and training courses contributed to the students in terms of promoting school lessons and increasing school success, to the teachers in terms of financial support and professional development, to the parents in terms of freeing from financial burden, and to the administrators in terms of financial support and teaching skills development. It was found that support and training courses had several problems such as absenteeism, tiredness, intervention in course selection, indifference, increased workload, arranging teaching schedule, lack of resources, and lack of supervision. Based on the views of school administrators and relevant literature, it was recommended to maintain discipline about absenteeism by reducing the number of lessons, to establish a course employment system for teachers, to request a fair amount of money from the parents, to increase the income of administrators, to produce materials and resources by establishing course centres and to improve supervision for support and training courses to be more effective.

Support training, Support and training courses, School administrator