The objective of this study is to evaluate the Regulation concerning the Assignment of Administrators at Educational Institutions of the Ministry of National Education, which was published on the Official Gazette dated 6 October 2015 and numbered 29494, according to the views of doctorate students. In this study, we used the qualitative research method. The participants were determined by using the criterion sampling, which is among the purposeful sampling methods. Being used in collecting the data; semi-structured interview form was developed by the researcher. Expert opinions were received for the purpose of determining the validity of the study. Interview form was reorganized after receiving the expert opinions. The data were examined and analyzed by three different researchers for the purpose of increasing the validity and reliability of the study. While analyzing the data, the views of participants were coded separately. Descriptive analysis technic was used in analyzing the data. As a result of the study, the following findings were reached: The present regulation ignores the principle of competence in assignments. Short periods are not sufficient for forming and sustaining a school culture. An administrator that works at the same institution for years may become insensitive toward problems. Change would create a dynamism. Evaluation criterion are far from being objective. Academic studies are not valued sufficiently. It is a regulation that ignores postgraduate education in the field. Objective and scientific principles are not taken into consideration while assigning administrators. The fact that school administration is not considered a professional occupation is an important deficiency. Written examinations should be applied to all candidates that intend to become administrators. Competent, equipped and well-trained administrators should be assigned in administrative levels in order to develop and efficiently conduct the process of education INTRODUCTION Management is as an old concept as the human history. All the work coming from the known history of humanity to the present day and the knowledge that we can analyze demonstrate the existence of organizational and managerial attempt (Karip, 2004). The development of management idea until present day can be explained through the coversion of the communities from agriculture to industry and to what is called as post-industrialization today (İpek, 2011). The management process is also in question wherever there is organization. With the acceptance of management as a social and humane science field and its starting to develop, various concepts, principles, theories and models related to the field have begun to be flourished (Şişman and Taşdemir, 2008) Under rapidly changing conditions of 21st century, all the organizations want to get a competitive advantage and maintain this in long term in the fields were they function. It is the determining of what the primary basis of competitive advantage is that new management models and research focus on (Özer, 2011). In today’s complex world, organizations have to work rationally against the dazzling technological advances, social changes and new economical expectations. The likelihood of chance, coincidence, good intention all alone to produce accurate results has been diminishing in managerial behaviours. Solving the problems through trial-error method is over. Today, management is a field of expertise by itself (Kaya, 1991). The basis of management is to use human and material sources in hand effectively so as to achieve a common goal. It is to accomplish a certain objective through human and material sources (Aydın, 2014). The mission of the management is to make people achieve a common goal, make effective use their strong sides and make their weak sides unimportant (Drucker, 1993). Educational management can be regarded as a special field of public management. Educational organizations function with regards to education programs determined by the representative political bodies. Educational management and its sub-field school management are responsible for realization of general and specific educational objectives determined by the policies of state educational policies and authorized bodies (Kaya, 1991). The fact that the management has a school was accepted after long systematic efforts in all over the world. People hadn’t lent themselves to learning the accumulation of theories, a common product of humanity, for many years. Although training of educational managers based on theories started long ago in certain countries, primarily in the United States of America, it hasn’t been fully accepted in such countries as Turkey yet. Its indicator is that educational manager is not considered as a profession. Today, also the managers are preparing for managerial posts by being exposed to pre-service and in-service training like engineers, medical people and lawyers (Balcı and Çınkır, 2002). Currently, there is still no school for management in Turkey, the understanding of management being learnt through master-apprentice relation still continues. Research Objective The objective of this study is to assess the Regulation on Appointment of the Education Institutions' Managers of Ministry of National Education, published in official gazette with issue number of 29494 on October 6, 2015, according to the views of doctorate students. 1. How do you interpret performing the school management as a second duty according to the regulation? 2. How do you interpret the clause saying that 'Head assistant managers and assistant managers are appointed with the result of a written exam, and managers are appointed with the evaluation and result of an interview.'? 3. How do you interpret the clause saying that ' Managers are appointed for four years. They cannot work with the same title at the same institute for more than 8 years.'? 4. How do you interpret the regulation in general? METHOD Research Model Qu