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The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals’ transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education’s (CoHE) database. Results revealed that an important body of research investigated the relationship between transformational leadership and job satisfaction and organizational commitment. Authors’ suggestions to policymakers and practitioners were often about enabling further in-service training activities and providing school principals with various opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformational leadership. Results, therefore, mirrored the fact that the empirical base on transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.

The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals’ transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education’s (CoHE) database. Results revealed that an important body of research investigated the relationship between transformational leadership and job satisfaction and organizational commitment. Authors’ suggestions to policymakers and practitioners were often about enabling further in-service training activities and providing school principals with various opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformational leadership. Results, therefore, mirrored the fact that the empirical base on transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.

The purpose of this study is to outline the nature of empirical base on transformational leadership in Turkey. The present study included a total of 109 graduate theses conducted on school principals’ transformational leadership behaviors between 2000 and 2019 and released in the Council of Higher Education’s (CoHE) database. Results revealed that an important body of research investigated the relationship between transformational leadership and job satisfaction and organizational commitment. Authors’ suggestions to policymakers and practitioners were often about enabling further in-service training activities and providing school principals with various opportunities to study for a master's degree. Suggestions from quantitative studies echoed the need for conducting relevant studies on different samples and expanding qualitative studies to inquiry into transformational leadership. Results, therefore, mirrored the fact that the empirical base on transformational leadership is lacking in terms of mediator and moderator effects of various variables along with the antecedents and results of transformational leadership.

The purpose of this study is to determine the opinions of the Geography Department students about the "Special Teaching Methods" course (STM) and to propose suggestions for increasing the effectiveness of this course. This qualitative study was designed as a typical case study. A total of 122 students in geography department included in Pedagogical Formation Certificate Program at Karabuk University and taking STM Course constituted the participants of the study. A semi-structured interview form including 7 questions was used to collect the data of the study. The results were as follows: Most of the students of Geography department who included in Pedagogical Formation Certificate Program though that the knowledge and skills obtained from this course would contribute well to their teaching lives. Most of the participants stated that the duration of the course was limited. Most of the students participating in the current study articulated that the practice hours within this course should be increased and that they would like to practice more, however, the duration of the course was not enough for this. Participants also emphasized that this course should focus more on how to use various methods and techniques in Geography courses. Most of the students stressed that they had no ideas or expectations before taking this course, however, they learnt how to make geography courses more enjoyable out-of-classroom and in-classroom environments and that their expectation became real. Participants stated that the duration of the STM course and the time allocated for the practice within this course should be increased in order to ensure more effective geography teaching.

This study focused on the meaning of teaching practice according to the lives and experiences of students of Karabuk University Faculty of Letters who participated in pedagogical formation certification program. This qualitative study designed in a phenomenological approach is significant to see how students who participated in pedagogical formation certification program make sense of teaching practice. Criterion sampling and maximum variation sampling under purposeful sampling methods were conducted to determine the participants of the current study. A semi-structured interview form was used to gather data. We conducted data analysis processes entitled bracketing, phenomenological reduction, imaginative variation and the synthesis of meaning and constituents of the experience. Results revealed that the teaching practice phenomenon was composed of four interrelated components entitled grasping the importance of classroom management strategies and knowing the materials to be used, practicing in teaching profession, first step for the teaching profession and job satisfaction. The results of the current study were discussed in the line with the related literature and some suggestions were presented.

This study focused on the meaning of teaching practice according to the lives and experiences of students of Karabuk University Faculty of Letters who participated in pedagogical formation certification program. This qualitative study designed in a phenomenological approach is significant to see how students who participated in pedagogical formation certification program make sense of teaching practice. Criterion sampling and maximum variation sampling under purposeful sampling methods were conducted to determine the participants of the current study. A semi-structured interview form was used to gather data. We conducted data analysis processes entitled bracketing, phenomenological reduction, imaginative variation and the synthesis of meaning and constituents of the experience. Results revealed that the teaching practice phenomenon was composed of four interrelated components entitled grasping the importance of classroom management strategies and knowing the materials to be used, practicing in teaching profession, first step for the teaching profession and job satisfaction. The results of the current study were discussed in the line with the related literature and some suggestions were presented.

Abstract. This study focused on the meaning of teaching practice according to the lives and experiences of students of Karabuk University Faculty of Letters who participated in pedagogical formation certification program. This qualitative study designed in a phenomenological approach is significant to see how students who participated in pedagogical formation certification program make sense of teaching practice. Criterion sampling and maximum variation sampling under purposeful sampling methods were conducted to determine the participants of the current study. A semi-structured interview form was used to gather data. We conducted data analysis processes entitled bracketing, phenomenological reduction, imaginative variation and the synthesis of meaning and constituents of the experience. Results revealed that the teaching practice phenomenon was composed of four interrelated components entitled grasping the importance of classroom management strategies and knowing the materials to be used, practicing in teaching profession, first step for the teaching profession and job satisfaction. The results of the current study were discussed in the line with the related literature and some suggestions were presented.