The aim of the research is to determine the relationship between personality characteristics and decision-making skills of primary and secondary school administrators and whether personality traits and the ability to make decisions of school administrators based on the individual characteristics show a significant difference. The research for this purpose is a relational scan type of study that revealed the current situation. The research sample was determined by the technique of cluster sampling. The sample of this research constitutes 295 primary and secondary school principals and deputy directors in Kar?ıyaka, Çiğli, Bornova and Konak districts that forming the number of approximately 10% of primary and secondary institutions in ?zmir (total 3069 institutions). In the research to determine decision-making skills of school managers "School Managers" Decision Making Skills Scale" developed by Acet (2006) and to determine the school administrators" personality traits "Five Factor Personality Scale" developed by Jhon, Donahue and Urban (1991) and adapted into Turkish by Alkan (2007) were used. According to the results, school administrators personality traits show significant differences according to age and seniority, but does not show a significant difference depending on gender, seniority in the administration, the types of tasks and school levels. Decision-making skills of school administrators does not show a significant difference depending on age, seniority, gender, seniority in the administration, the types of tasks and school levels. At the same time the relationship between the primary and secondary school administrators' decision-making skills and personality traits were found to be a positive direction and moderate. According to the literature and the findings of this research, it can be said that the age level of school administrators have to increase the adaptability of school administrators. The agreeableness dimension is a dimension of personality scale related to interpersonal social relations. Individuals who have these traits, compared to others, towards more cooperation in the work done, kind in social relationships, caring, flexible, to establish friendly relations, said that they are people who want to act together.The cause of these findings, according to increasing seniority of administrators it can be said that they appear to prefer to deal with colleagues or not to be more focused on problems associated with depersonalization tend.In contrast the reason of the finding related to management severance, it can carry the meaning that the more the school administrators spend time in management the more they have the tendency to engage in flexible and tolerant relationship with the environment. According to the literature and the findings of this study, when the relationship between personality traits (emotional instability, extroversion and agreeableness size) and decision-making skills subscales was examined, there is low level of a positive correlation between extroversion dimension and problem detection and identification size; extroversion dimension and developing solutions for problems and decision making size; extroversion dimension and decision implementation and control size. There is a moderate correlation in a positive way between responsibility of personality traits, opening size, developing solutions for problems and decision-making size; responsibility size, decision implementation and control size. Extroverted personality dimension serves more sensitive response to the problem situation. On the other hand, by ensuring the participation to the problem-solving process, people"s (educators" in general) development can be supported. In the school environments, personality and decision-making style of the administrators are related to a certain level. However, in the decision-making process many factors are effective. It may be useful to take account of all the factors in order to make an assessment on decision-making tendencies of school administrators. According to research results, developing social skills of young school administrators can contribute to be more successful in school management; realization of activities tha t make school administrators" come together with especially educational stakeholders/education actors can be useful. According to research results, it should be useful that the creation of platforms will be shared their professional experiences with educational administrators with low and high professional experience, studies such as documents, publications and so on which brought together information, skills and equipment in this direction and organization of the activities which provided to access.Introducing the study and giving place to the activities that provide access can be useful. Because of the lower perception agreeableness of the school administrators" who have 0-5 years seniority according to the others, they should make realistic conclusions from their experiences and self-assessment, struggle for personal development, vision development and leadership skills. Because education administrators are expected to be sufficient in detection and identification of problem during the selection of administrators, the candidates with extrovert personality traits and strong social relationships can be elected. Because education administrators" success is important on proposing solutions to interpersonal problems and decision making issues, relationship-oriented, extroverted individuals may be directed to the educational administration. To be more successful in school, administrators who is well trained, professional, efficient, quickly and with the ability to make decisions accurately are essential. These types of properties can be attempted to improve on administrators.