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In the present study, the descriptive demographic characteristics, life satisfaction levels, and differentiation status of open education high school students according to various variables were revealed. The research was carried out with a sample of five hundred open education high school students via a survey model by means of convenience sampling. The findings obtained indicate that the life satisfaction levels of open education high school students were low. In addition, life satisfaction differed according to the variables age, families' monthly income, and the reason for choosing open education high school. When the demographic characteristics of the open education high school students were examined, it was seen that the following information applied to the majority of them: (1) Most were female students; (2) between the ages of 15 and 20; (3) whose parents had primary school level or below education; (4) whose parents mostly did not work or only their fathers worked; (5) with an average monthly family income of five thousand TRY and below; (6) had mostly migrated from the Black Sea and Eastern Anatolia Regions to Istanbul; and (7) they chose open education high school mostly because of job requirements.

In this research, the case study method was used to uncover the relationships and commonalities between polemics and cynicism in the context of educational organizations. The research study group consists of five teachers who were selected through criterion sampling. These teachers worked for public schools and they were experienced in various case studies. The data was obtained through semi-structured interview questions, subjected to descriptive analysis, coded, and brought together under various categories and themes. The results obtained show that polemicist attitudes that come to life in the leader or administrator in educational organizations cause the development of cynical tendencies in the eyes of teachers and other personnel. Considering the findings obtained in line with the opinions of the teachers who are the subject of the cases, the polemicist attitude was determined to consist of conservative, otherizing, subject, and toxic sub-themes and the cynical attitude to consist of passive, being seen as the other and criticizing sub-themes. At the same time, observations revealed that polemicist and cynical tendencies are common in the codes of seeing oneself/the other one as capable, mutual distrust, and resistant.

Generation Z, known as millennial children, includes those born from 1995 to 2010, the period when the Internet and social networks became widely used, global communication increased, tolerance was given to different cultural elements, and there was flexibility. The aim of the present research was to establish the leadership expectations of teachers belonging to Generation Z working in educational organizations in the context of school principals. In this context, focus group interviews consisting of semi structured questions were conducted with thirteen teachers from Generation Z currently working in public schools in our research conducted with a phenomenological design. Considering the findings, the leadership expectations of the Generation Z teachers in the behavior sub-theme of inclusivity involved sincerity, flexibility, warm communication, horizontal relationship, consistent behavior, supportive behavior, motivating, problem solving, and smiling. In the sub-theme of competencies, they focused on innovations, communication skills, technological competence, mentoring, competence in the field, being solution-oriented, being a researcher, taking initiative, financial management skills, and entrepreneurship competencies. In the values sub-theme, they included being fair and compassionate, altruistic attitude, respect for differences, sensitivity, patience, empathy, and openness to criticism. In the sub-theme of characteristics, they focus on being charismatic and democratic, openness to innovations and teamwork, analytical skills, project orientation, and determination.

In the research, it was aimed to learn the leadership expectations of secondary school students in the context of school principals. In this context, focus group interviews were conducted with sixteen students studying at different grade levels in the research conducted with a phenomenological design, and the data obtained were subjected to content analysis. When the findings were examined, it was seen that the leadership expectations of the students from the school principals were shaped in four subthemes (behavior, values, skills and abilities, and characteristics). According to the results obtained, students from school principals about leadership; In the behavior sub-theme, they expect the most discipline and valuing ideas, they expect the most fairness, tolerance and understanding in the values sub-theme, they expect the most professional expertise in the skills and abilities subtheme, and they expect the most compassion and sincerity in the characteristics sub-theme. The results show that the expectations of the students, which are the basic elements of the education process, should be taken into account by the school leaders.

Arrogant individuals are individuals who tend to position themselves in the center, both in their daily lives and in organizational life, and their relationships with others. While they exaggerate their importance, they tend to take over success in any case. Arrogance, which has the potential to adversely affect the organizational climate, can turn into an obstacle to the state of collective engagement and have a devastating effect on the science discipline, for example, in the academic community. In this context, this study aims to examine the arrogance orientations of academicians working in universities, which are higher education organizations. For this purpose, phenomenology, which is a qualitative research design, was used, and thirteen participants consisting of undergraduate and graduate students and graduates were reached with the maximum variation sampling method. The data obtained through focus group interviews using semi-structured questions were analyzed in terms of content using the Maxquda qualitative data analysis program. Findings obtained as a result of the analyses reveal that the arrogance orientations of academicians were gathered under the dimensions of individuality, comparison, contempt, and discrediting. Based on these results, it is possible to indicate that it affects the academic organization climate negatively and feeds on individuality. In this context, it can contribute to reducing the potentially destructive effects of arrogance by encouraging collective work in academic organizations.

This research aims to produce a reliable and valid scale that includes the entrepreneurship competencies of school principals according to the perceptions of teachers working in state-owned schools. First, after the literature review, an item pool consisting of five-point Likert item type and seventy-four items was created, and then the relevant items were presented to eleven experts to determine the content validity. After the expert evaluations, the content validity rates of the relevant items were calculated with the Lawshe technique, the nineteen items below the criterion value were removed from the scale, and a scale draft form consisting of fifty-five items was created. To carry out the EFA of the scale, the first application was performed with 436 teachers working in Çekmeköy district of Istanbul province on an online platform in March-April 2020. In the EFA process carried out in line with the data obtained, observations revealed that the scale had a four-factor structure. Then, the Varimax technique was used to clarify the distribution of scale items to factors, and seventeen items that were found to have a load of .30 and above from more than one factor and that the load difference was less than .100 were removed from the scale. As a result of EFA, a scale consisting of 38 items and subdimensions of "Personal Competencies", "Organizational Competencies", "Relational Competencies", and "Commitment Self-Confidence Competencies" which explain 73.32% of the total variance was obtained. Subsequently, reliability coefficients of the scale (Cronbach's Alpha 0.98), discrimination indices, item-total -- item-residual correlations, and correlations between scale total and subdimensions were calculated. Finally, to carry out the CFA, the second application was carried out online with a sample of 724 teachers in May-June 2020 and the obtained goodness of fit values confirmed the scale model. All these obtained values confirm the valid and reliable structure of the developed scale.

In this study, the thermo-flow behaviours of the spiral tube were examined using water and some nanofluids such as TiO2, Al2O3, Fe2O3, CuO, ZnO, and CeO2. The computational flow dynamic modelling of the spiral coiled tube was performed with ANSYS 20 software program. The k–ε model with a standard wall function was used to simulate the thermo-flow characteristics. The solution of the governing equations was performed using the discretization method of finite volume. The study was carried out considering the case of fluid-to-fluid heat transfer in turbulent conditions. The influence of different key design parameters such as Reynolds number, different nanofluids, and flow arrangements was of main interest. The volume concentration of the nanofluids is 1%. The experiments were performed at different Reynolds ranges (9,000, 14,000, 20,000, and 25,000). The outlet temperature values, heat transfer coefficient, coefficient of friction, Nusselt number values of water, and nanofluids were found and compared. It was found that the outlet temperature, heat transfer coefficient, and Nusselt number values of water were the lowest, while the coefficient of friction value was the highest compared to the nanofluids. Among the nanofluids, CeO was found to have the highest outlet temperature, heat transfer coefficient, and Nusselt number value, as well as the lowest coefficient of friction value. TiO2 was found to have the lowest outlet temperature (T out), the heat transfer coefficient value, and the highest coefficient of friction value. Al2O3 was found to have the lowest Nusselt number. In addition, Nusselt number values were obtained at different Dean numbers of water (2,200, 3,400, 4,900, 6,100, 7,350, and 8,600) and found to be compatible with previous studies. In addition, the coefficients of friction values of water at different velocities (0.18, 0.24, 0.41, 0.71, 0.95, 1.07, and 1.18) were obtained and found to be compatible with previous studies.

Functional literacy is the learning of knowledge and skills for vital necessities as a higher level of basic literacy and then the operational use of this information in individual, socio-cultural, or economic fields. This research aims to examine the opinions of teachers in the context of functional literacy related to the II level primary education program for adults conducted in Public Education Centres. A phenomenological design was used in the study. A total of 12 teachers working in literacy courses in Public Education Centres were included in the study group. This study was conducted by taking the opinions of teachers and concluded that the second-level literacy courses are not sufficient at the social, individual, and educational levels in the context of functional literacy. In the context of these results, it is recommended that the content of the II level primary education program is reconstructed to provide functional skills in a framework that enriches daily life practices focused on the needs of adult individuals.

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the relationships between school principals' entrepreneurial competencies, sustainable management behaviours and generative leadership according to the perceptions of teachers working in state-owned schools. The causal screening model was used in the study, the data of the relevant variables were obtained by the scales developed by the researcher, and then, the prediction and mediation relationships between these variables were determined within the framework of the research hypotheses and questions. The results reveal that according to the perceptions of teachers, entrepreneurial competencies of school principals affect significantly and predict their generative leadership, entrepreneurial competencies of school principals affect significantly and predict their sustainable management behaviours, and sustainable management behaviours of school principals significantly affect and predict their generative leadership. At the same time, there is a partial mediating effect and indirect prediction of school principals' sustainable management behaviours in the effect of their entrepreneurial competencies on their generative leadership. Revealing the relationships between these variables will contribute to the leadership of school administrators in the development of sustainable innovation and creativity in school processes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the current study, conducted to determine the unethical behaviours of teachers based on the opinions of school administrators and colleagues, a phenomenological design was employed. The sample comprised various districts in Istanbul, an online form was used to collect data, and answers were sought to the research questions posed by the researcher. The data obtained were coded within the framework of descriptive analysis and analysed according to categories and themes. The unethical behaviours of teachers were examined under three themes: economic return, educational/instructional processes, and personality traits. According to the findings, teachers exhibit unethical behaviours within the context of private tutoring, financial gain, communication problems, neglect of duty, negative attitudes towards stakeholders, pressure, bullying, lack of competence and understanding, and character. Moreover, the noteworthy unethical teacher behaviours included exploiting students for financial benefit, abusing rights such as medical reports and permits, causing debts for stakeholders, discrimination towards students and parents, using students and the school for personal interests, maintaining relations with administrators to obtain privileges, and acting contrary to scientific rules. [ABSTRACT FROM AUTHOR]

In the current study, which aimed to examine the conflicts experienced in educational organizations and the informal mediator roles undertaken in these conflict processes, descriptive survey model which is one of the quantitative research methods, was used. Opinions of the participating teachers or administrators determined by using the criterion sampling method in the study were taken using an online form. The data obtained were analyzed within the framework of research questions using the descriptive analysis technique and the data were brought together under various categories and themes. In light of the findings of the study, it was determined that the conflicts in schools are caused by teachers, school administration or parents and the conflicts are mostly caused by factors such as communication problems, work distribution, differences, administrative disagreements, sharing, expectations, physical conditions, pressure and discrimination. When the characteristics of the people who undertake the role of informal mediator are examined, it is seen that traits such as strong communication skills, composure, impartiality, result and solution-orientedness, tolerance and being positive and optimistic come to the fore. When the methods used by the informal mediators were examined, it was determined that they use methods such as effective communication, active listening to the parties, managing the situation with a fair understanding, offering joint solutions, bringing the parties together, creating a suitable environment and using their expertise. [ABSTRACT FROM AUTHOR]

In this research, it was aimed to examine the assertiveness levels and self-respect of adolescents with single parent and whole family. Relational screening model was used to access data. The sample of the present study consists of 435 students, 251 girls and 184 boys, 223 of them with single parent while 212 of them with whole family, 155 sixth graders, 147 seventh graders, 147 eighth graders who continue their education at 15 different secondary schools in Sancaktepe, Istanbul. Assessment instruments are applied to the sample of students that are on the first term of 2012-2013 school year. The data of this research was collected by using "Topukcu's (1982) Assertiveness Inventory" and "Piers-Harris (1964) Self-concept Scale". In accordance with the acquired data, the relationship and the difference between the assertiveness levels and self-respect of adolescents with single parent and whole family were analysed by using SPSS 15.0 program. As a result of this study, it was found that in the sub-scales of self-esteem scale, the adolescents perception of happiness-satisfaction, anxiety, popularity (social inclination), conformity (behaviour-harmony), physical appearance and mental and school condition who live only with one of his/her parents and live with their whole family instead of a broken family is higher than the level of assertiveness and self-respect of adolescents with single parent that obliged to continue his/her life with single parent due to the death of one of his/her parents. Also, the assertiveness levels and self-respect of adolescents' with whole family are higher than the level of assertiveness and self-respect of adolescents with single parent that obliged to continue his/her life with single parent due to the death of one of his/her parents or their parents' divorcement. A considerably significant relationship was found between the adolescents' self and self-respect. [ABSTRACT FROM AUTHOR]