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Tbe present study investigated school principals' views on students' development of academic skills. Tbe study adopted pbenomenolog, wbicb is a qualitative research strateg, as tbe research destgn. Tbe data collected from participants bave been analyKed botb inductivefy and deductively. Two main themes (school administrative and centralised practices and regulations) and 12 sub-themes emetzed from tbe analsis. Witb limitations in mind, principals' leadership skills, tbe synergy in schools, tbe efectiveness of tbe discipline gstem in schools, parents' level of interests in and visits to schools and tbe qualiibi of sucb visits, tbe student and parent profiles', and tbe educational policies of tbe Turkish Ministly of National Education bave been found to be among tbe factors afecting schools' levels of academic success. Tbe complex nature of schools not on# causes diferentiation among tbeir aims and practices but also decreases tbe significance of comparing their success rates. [ABSTRACT FROM AUTHOR]