The role of instructional leadership, which is one of the leadership roles of school administrators, seems to have an important place in today’s education system. In this study, the perceptions, views and roles of school administrators about teaching programs in the context of instructional leadership are discussed. The aim of this study is to create a discussion area for school administrators to make sense of the curriculum in their daily lives with the methodological possibilities of Husserl’s phenomenology approach. The method of this study, which aims to discuss school administrators’interpretations of curricula through their daily life experiences, is based on transcendental (phenomenology) phenomenology, which is included in qualitative research approaches. The study group of the research consists of primary and secondary school administrators working in the city center of Erzincan. In the study, data were collected using the interview method. According to the findings of the research, it was determined that the interaction time between the school administrator and the teachers who are not from the same branch is less than those from the same branch, and the privacy of implementing the curriculum among the administrators working in primary and secondary schools is a common essence. It was concluded that the teachers got the curriculum and lesson plans ready through social sharing platforms and information communication technologies.

School administrators, curriculum, transcendental phenomenology.