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The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools' organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools' organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an "Agree" level perception of their schools' organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.

This study aimed to examine professional identity of ICT teachers following educational changes in ICT education and technology integration, introduced by Ministry of National Education (MoNE) in Turkey. Professional identity was investigated under the factors of commitment, self-image, knowledge and skills, value, thoughts and beliefs, future perspective, task perception, job motivation, job satisfaction, self-esteem, and self-efficacy. This study used a qualitative, content analysis method. Data collection included a total of 302617 online messages posted on the online forum between 2005 and 2015, and the circular notes, instructions, regulations and official correspondence of the institutions between the years of 1995 and 2015 in order to identify the decisions taken by MoNE. The data from the online forum and official documents were analyzed using the content analysis. The results show that the professional identities of ICT teachers were negatively affected in the process of changes that lasted for 11 years. Excessive workload and roles and responsibilities unrelated to the profession negatively affected ICT teachers in teachers' task perceptions, motivation, self-image, commitment, and future perspective. Professional identity was also negatively affected by changes in the decisions related to ICT course and increasing responsibilities stemming from the projects introduced by MoNE.

This study aims to determine the main problems faced in administration by the school principals of kindergartens, primary, secondary and high schools, stemming from teachers, school personnel other than teachers, students, parents, etc.; and to identify the solutions proposed for these main problems. The research is a qualitative research modeled in the screening model and case study. Study group of the research consisted of 12 school principals selected through maximum sampling method, and working in state kindergartens, primary, secondary and high schools in the central district of Siirt in 2017-2018 school year. Research data was analysed through descriptive analysis and content analysis by utilizing semi-structured interview method. According to the research results, it was found out that school principals face with problems such as "teachers' disregard and negligence of their tasks, low qualifications of the school personnel other than teachers, disobedience to school and classroom rules by the students, accusatory and biased attitudes of the parents, under-allocation of funds to schools". Moreover, it was determined that in relation to these main problems, school principals suggested to "introduce a payment system based on performance and career, to outsource cleaning services, to make home visits to meet the parents, to organize guidance and training activities for parents, and to allocate a separate budget for each school", as solutions proposed.

This study is a quantitative research that aims to determine the realization levels of school principals' quantum leadership competencies, based on teachers' opinions. 470 teachers working in Mardin in the 2023-2024 academic year constitute the sample group of this study. "Quantum Leadership Scale" developed by Konan and Mermer (2021) was used as a measurement tool. After the checks, 94 incorrect forms were not evaluated and analyzes were carried out with 376 data sets. According to the results of the research, school principals' tendency to display quantum leadership behaviors is at a higher level compared to teachers' perceptions. While the quantum leadership behaviors of school principals do not differ significantly according to the school level where teachers work, their gender, education level and job titles, significant differences were detected in variables such as professional experience and length of time working with the current school principal. It has been reported that the perceptions of teachers with 0-5 years of professional experience are at a higher level than other teachers. When compared according to the duration of working with the current principal, it was observed that teachers who had worked with the current principal for less than 1 year perceived the quantum leadership levels of the principals at a higher level than those who had worked with the current principal for 3-4 years and more than 5 years. In the context of the research findings, it can be said that encouraging school principals to attend inservice seminars and read in this field to cope with uncertain situations will contribute to their acquisition of quantum leadership skills. [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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of 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.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal 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 Trakya Journal of Education is the property of Trakya Journal 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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 Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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 Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology 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.)

Throughout history, people of different faiths have encountered each other and experienced sharing common space and life opportunities. However, with the spread of globalization, especially the increase in communication and transportation opportunities, this experience has intensified. This mobility brought together individuals of different faiths more frequently and made it even more necessary for them to share a common ground. This situation has affected religious education as well as many other fields, and has given religious education new duties and responsibilities. Through religious education, more systematic searches and approaches have been tried to be developed in order to have information about the religions living in the world and to get to know the people who believe in these religions. In Turkey, different religions have started to be included in the curricula of religion courses since 1956. Especially with the inclusion of Religious Culture and Ethical Knowledge (RCEK) among the compulsory courses and the emphasis on the concept of culture in this course, religions other than Islam have been included in the curriculum in a more systematic way. In this context, the subjects related to other religions are included in the 11th and 12th grade contents of the RCEK curriculum, which was updated in 2018 and is still valid. Accordingly, Judaism and Christianity are covered in the last unit of the 11th grade, and Hinduism, Buddhism, Confucianism and Taoism are covered in the last unit of the 12th grade within the scope of Indian and Chinese religions. The curriculum emphasizes the development of an objective, scientific and descriptive teaching style of these religions, and adopts an understanding of presenting them according to their own sources and understanding of knowledge. The learning outcomes in the units include the summaries of the birth and development process of each religion. The aim of this study is to examine the subjects related to religions other than Islam in the RCEK courses and the teaching of these subjects according to the views of the teachers. The absence of any field research on religions in the curriculum and approaches to teaching these religions makes the study important. In this study, case study design, one of the qualitative research methods, was used. One-on-one interviews were conducted with 8 teachers selected from 7 regions of Turkey as the working group. Questions were directed in a semi-structured interview form. The answers were subjected to content analysis by the researchers and 6 themes were revealed. These themes are the necessity of including other religions in the curriculum, the content of these religions, student attitudes, teacher attitudes, learning status and problems encountered in the processing of the subjects. When the results obtained from the data are examined, it is revealed that the teachers mostly consider it necessary to include the subjects of other religions in this course. Teachers state that the content on other religions is covered objectively in both the curriculum and the textbook, supported by scientific data and in accordance with the sources of the religions themselves. According to the teachers, students who take this course are eager and curious to learn about other religions, however they try to understand and evaluate these religions in the context of their own beliefs. Teachers have a defensive attitude towards their own religion and an objective and tolerant attitude towards other religions. Although the importance of using different methods and techniques in the teaching of other religions is appreciated, it is determined that the teachers cannot employ other teaching methods than the traditional verbal lecture method. The teaching materials are the course book, interactive boards and various audio-visual tools. Finally, the lack of readiness of the students, the inability to give satisfactory answers to some questions, and the fact that these courses are in the last units of the last two stages of secondary education are identified as the problems encountered. [ABSTRACT FROM AUTHOR]

This study examines the notion of believing in education as a composite concept, positing that it serves as a shield against negative emotions and behaviors. Teachers, who struggle with various adverse emotions and behaviors while striving to nurture capable individuals, rectify societal deficiencies, and instill values of goodness and morality, require a robust defense against professional burnout and detachment from their profession. Hence, it is argued that believing in education equips teachers with the necessary strength. Additionally, the affirmative traits intrinsic to believing in education will form a constructive facet of a teacher's outlook on the process of education and instruction, leading to contentment in their vocation. Believing in education and job satisfaction can be regarded as pivotal constructs instrumental in a teacher's fulfillment of their professional obligations. Revisiting job satisfaction within a sample of teachers and elucidating its relationship with believing in education is of paramount significance in academic discourse. The absence of studies explicating this interconnection in the relevant literature underscores a research lacuna, magnifying the import of this study's discoveries. Furthermore, the inclusion of religious education teachers in the sample group bolsters the study's originality. Religious education should not be misconstrued as a subject where curriculum is methodically dispensed. Instead, it should be recognized as a subject of paramount import in comprehending the existential reality coexistent with the aim of nurturing well-rounded individuals vital for societal morality, unity, and order. Framing the perspective on religious education as a prophetic profession further elucidates the responsibility incumbent on its practitioners. Consequently, instructors of this subject should exhibit greater proficiency relative to their peers in other disciplines, and accord heightened value to their role-model status. The findings of this study will be immensely significant in terms of delineating the parameters requisite for religious education teachers to achieve job satisfaction and demonstrating that these parameters are integral to the construct of believing in education. To this end, the research was executed in an explanatory sequential design, employing a mixed-method approach. For quantitative data collection, non-administrative religious education teachers were approached, resulting in a sample of 181 participants, comprising 106 males and 75 females. Among the sample selected for the quantitative dimension, 18 Religious Culture and Ethics Teachers and 13 Imam Hatip High School Vocational Course Teachers, a total of 31 participants were determined as the working group of the qualitative dimension. The sample group selection employed the criterion sampling method. Quantitative data was gathered using the "Teachers' Belief in Education Level Scale" and "Teachers' Job Satisfaction Scale," while a semi-structured interview form was utilized for the qualitative dimension. Since the quantitative data exhibited a normal distribution, parametric tests were applied, including independent samples t-tests and one-way analysis of variance. Pearson correlation analysis was used to ascertain the relationship between religious education teachers' belief in education levels and job satisfaction. Additionally, regression analysis was performed to discern the impact of belief in education level on job satisfaction. In the qualitative dimension of the study, an initial thematic examination was conducted, resulting in the creation of categories and codes, which were subsequently compared for content analysis. As a result of the research, it is determined that the participants' level of belief in education and job satisfaction are at a medium level and the qualitative findings explain this result. It is determined that there is a moderate positive relationship between religious teachers' level of belief in education and their level of job satisfaction. In addition, it is concluded that religious teachers' level of belief in education significantly predicts their level of job satisfaction. In light of the research's findings, it is recommended that enhancing professional and individual competencies fostering the practice of believing in education be prioritized to heighten levels of job satisfaction among teachers, enabling them to concentrate more effectively on their educational objectives. [ABSTRACT FROM AUTHOR]

It is aimed in this study to specify the relationships between high school students' perceptions of literature teachers' humor behaviors and perceptions of empathetic classroom atmosphere. The population of the research comprises of pupils studying at Anatolian and Science high schools in Bursa/Osmangazi in 2021-2022 school year. 943 students studying in graded of 9, 10 and 11 have been selected by random sampling method. The data collection tools are personal information form, human behaviors scale and Empathetic Classroom Atmosphere Attitude Scale. According to the results students tend to perceive the humor behaviors of literature teachers more approvingly. The students in grade 9 perceive human behaviors of teachers less approving and more rejecting and non-humorous humor behaviors than that of in grades of 10 and 11. It has been concluded that although the perceptions of empathetic classroom atmosphere were not very high, they perceived empathetic and positive. When the relationships between high school students' literature teachers' perceptions of humor behaviors and the empathic classroom atmosphere in literature class were examined, positive significant relationships were found between affirmative and productive-social humor behaviors, which are positive humor behaviors and empathetic classroom atmosphere subscales. Negatively significant relationships were determined between sarcastic, rejecting and non-humorous humor behaviors and empathetic classroom atmosphere subscales. [ABSTRACT FROM AUTHOR]

In addition to the importance of the COVID-19 pandemic in the field of public health and medicine, the studies on its short and long-term impacts on business life are increasingly diversifying. In this context, the primary aim of this study is to explore the impact of perceived selfefficacy and psychological resilience on the psychological well-being of social studies teachers, who have had to rapidly adapt to major changes and transformations during the pandemic. For this purpose, using Stata and SPSS, we employ confirmatory factor analysis, correlation, and multiple regression analyses on the data obtained by survey technique from the sample of 183 social studies teachers in schools affiliated with Mugla Provincial Directorate of National Education. As a result of these analyses, it was found that the self-efficacy perceptions of the participants had a positive and significant effect on their psychological well-being. However, it was observed that only "perception of future" of the resilience dimensions of the participants had a positive and significant impact on psychological wellbeing. In other words, the sub-dimensions of perception of self, social competence, structural style, family cohesion and social resources of psychological resilience did not have a significant effect on psychological well-being. [ABSTRACT FROM AUTHOR]

When the heading "Special Objectives" in the Turkish Teaching Curriculum are examined, it is seen that there are expressions such as "developing the skills of researching, discovering, interpreting information and constructing it in the mind" and "developing the skills of accessing information from printed materials and multimedia sources, arranging, questioning, using and producing information". In other words, it is seen that the use of digital storytelling by Turkish teachers in Turkish lessons complies with the objectives and learning outcomes of the Turkish Teaching Curriculum. In this connection, the purpose of the current study is to enable Turkish teachers to learn digital storytelling in order for them to be able to use digital stories in Turkish lessons. To this end, the study employed action research, which is one of the qualitative research methods. The study group of the study is comprised of 21 Turkish teachers working in the city of Kars in the spring term of the 2020-2021 school year. The data collection tools of this study are the "Digital Story Making Interview Form" and the "Digital Story Making Evaluation Form" developed by the researchers. The "Digital Story Making Evaluation Form" was administered after the training and activities had been completed. In the analysis of the collected data, content analysis was used. According to the data obtained in the study, as a result of all the training and activities, the participants gained the necessary knowledge and skills about writing digital stories. [ABSTRACT FROM AUTHOR]

Copyright of Yildiz Journal of Educational Research is the property of KARE Publishing 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 Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli 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 Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli 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 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.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal 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 Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal 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 International Journal of Language Academy is the property of Rota Kariyer 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 International Journal of Language Academy is the property of Rota Kariyer 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 Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 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 Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice 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.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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.)

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Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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 Dicle University Journal of Ziya Gokalp Education Faculty is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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 research is a qualitative study to determine the views of middle school mathematics teachers on irrational numbers. The research aims to determine the perceptions of middle school mathematics teachers about irrational numbers. Phenomonological design was used in this research. The study included 31 teachers who are currently working as mathematics teachers in secondary schools. A semi-structured interview form consisting of ten questions was used as a data collection tool, and interviews were conducted as face-to-face or online interviews. Content analysis was used to analyze the data. As a result of the research, it was seen that the participants did not have a desired level of experience with irrational numbers and as a result, they did not have sufficient awareness of irrational numbers. In particular, it was observed that the perceptions and conceptual awareness of teachers who did not encounter irrational numbers at a sufficient level in daily life were inadequate. Accordingly, it was concluded that the importance of irrational numbers, which play a key role for more precise calculations in daily life, was not sufficiently understood. This situation led to the conclusion that teachers' expected gains related to irrational numbers should be revised during their service period as well as in their preservice Education. [ABSTRACT FROM AUTHOR]

The Teaching Profession Law has brought some personal rights to teachers. In order for teachers to gain these rights, they must first receive training and be successful in the examination held at the end of the training. In this context, videos of expert teachers and head teachers were published on the Teacher Information Network (TIN) platform for teachers to receive training. It is important to evaluate the educational videos watched in the process of teaching career steps according to the views of science teachers. In this context, the aim of the study is to determine the opinions of science teachers about expert teacher and head teacher videos made available to teachers on the TIN platform. The study was carried out with a case study, one of the qualitative research designs. The participants of the study consist of six science teachers working in secondary schools in the Tatvan district of Bitlis in the 2022-2023 academic year. The data of the study were obtained with a semi-structured interview form consisting of six open-ended questions developed by the researchers. The data obtained in the study were analyzed by content analysis. Teachers drew attention to the benefits and limitations of educational videos. Teachers stated the benefits of the training videos, contributing to the teaching profession, being preparatory for the future, containing basic topics, and contributing to their knowledge of the environment and climate change. On the other hand, the teachers stated the limitations of the training videos; they stated that they do not contribute to the field of science, they contain theoretical information, the video content is long, they are not supported enough with visual materials, the videos are insufficient for the exam and there are system-related problems. At the end of the study; it has been suggested that in order for the expert and head teacher videos on the TIN platform to be more functional, the duration of the video training should be extended, the watching times should be shortened, and the deficiencies related to the images-videos and their contents should be eliminated. [ABSTRACT FROM AUTHOR]

In a globalizing world, social imbalance has led to significant socio-economic differences between societies and countries. One of the indicators of this social imbalance is inequality in family income. This inequitable distribution of income has a negative impact on students' school life. Because students are fed, clothed and live according to their family income. The aim of this study is to examine the opinions of classroom teachers about the Ministry of National Education's "Free Meal Project for 5 Million Students". The research was designed according to the case study within the qualitative research approach. Thirteen classroom teachers who were selected according to the criterion sampling method participated in the study. The data in the study were obtained using a semi-structured interview form developed by the researchers. The data obtained from the research were interpreted by content analysis method using NVivo 9.2 computer package program. Accordingly, it was revealed that the project provided equal opportunities among students, the meals increased the appetite of the students, the project provided students with the habit of eating a balanced diet, communication between the students increased while eating, and the students were happy. On the other hand, it was revealed that there was a lack of personnel related to the project, some schools did not have cafeterias, school administrations were not sufficiently informed about the spending of school funds, some meals were not liked by students and there was a lack of supervision related to the project. As a solution, it was revealed that cafeterias should be built in schools and existing areas should be designed as cafeterias according to the characteristics of students, personnel should be employed in schools and tenders should be made by higher institutions. Various suggestions were made according to the results obtained. [ABSTRACT FROM AUTHOR]

The aim of the research is to reveal the experiences of teachers who left the school administration and return to the teaching profession, and the advantages and disadvantages of this situation, which caused them to leave the school administration. The data of the study, which was conducted with the phenomenology design, one of the qualitative research methods, were obtained by using a semi-structured interview form. Through criterion sampling, 19 teachers who previously worked as administrators in Siirt city center and returned to teaching were interviewed. The data obtained from the interviews were coded and content analysis was carried out under the themes. The majority of the managers participating in the research are male managers. The majority of those who left the management stated that the administrative work and transactions are intense and the administrative paperwork is excessive. At the same time, family-based reasons as an external factor and workload as an internal factor are effective in quitting management; They stated that they had difficulties in getting teachers and other personnel to work in terms of their relations with teachers, that they had little and could not use their leave, and that they had long working hours. He also stated that they experience mental and emotional exhaustion in management, and that although the majority of the participants express that returning to teaching is a gain, they will return to management in the following years or if the job description of the manager is made. In this sense, it is noteworthy in terms of research that the reasons for leaving the management and the lack of a full management job description are more dominant. The results of the research were discussed in relation to the related literature and some suggestions were presented. [ABSTRACT FROM AUTHOR]

After the World Health Organization declared the COVID-19 outbreak a pandemic, face-to-face education was interrupted in Türkiye and education continued first in the form of distance learning and later as a hybrid education program called "diluted education program". This study aimed to describe the reading and writing process in the hybrid education model during the pandemic using case study research methods. The research data were collected from students who completed the first grade of primary school, teachers, and parents after the end of the 2020-2021 academic year. The study group consisted of 44 students, 30 teachers, and 23 parents, who were included and excluded according to the criterion sampling and snowball sampling methods among. Data from students were obtained using the drawing-writing technique, while data from parents and teachers were obtained through semi-structured interview forms. Content analysis method was used to analyze the data. As a result of the research, both positive and negative findings regarding the education process applied during the pandemic were obtained from the stakeholders of the education process, including the student, teacher, and parent. The results were discussed in line with the literature, and recommendations were made to educational managers and researchers. [ABSTRACT FROM AUTHOR]

This study aims to analyze a mediation model to test the mediating role of organizational silence in the relationship between organizational trust and organizational happiness among teachers. 652 teachers working in high schools in the central districts of Diyarbakır, Kayapınar, Yenişehir, Sur and Bağlar, constitute the sample of the study. Structural equation modeling was used to determine the relationships between the variables in the study, which was designed with a relational survey model. The results show that organizational trust can promote organizational happiness. However, evidence has been obtained that organizational trust can reduce the risk of organizational silence and that organizational silence can negatively predict organizational happiness. Finally, the findings regarding the partial mediation role of organizational silence in the relationship between organizational trust and organizational happiness have been reached. [ABSTRACT FROM AUTHOR]

The Ministry of National Education implemented the "Family School Project" in 2022. With this project, familyschool cooperation, parent-child relationship, family relations, peer relations are tried to be made healthier and more graphic. The project process consists of three main trainings. With this research, he takes the semi-obtained interview formula by using his study from the qualitative study patterns to take the project towards the project and the education-through-training to examine the taught education field included in the project. Data were collected from 12 teachers who took part in the Family Project-trained education in the 2022-2023 academic year. After the collected data was written down, themes and codes were created and analyzed through MAXQDA 2018. According to the results of the research, the teacher stated that with this project, the reasoning of the families towards their children could increase, social and individual development could occur, and communication could develop within itself. They stated that they continue to save and personal progress depending on the content and importance of the project together with the educational training. Project teaching is those who have negative opinions about the lack of training of trainers and appropriate special training for parents and students. At the end of the study, suggestions were put forward such as incentives to increase the expectation of parents and use, saving the education period, and the differentiation of the project content according to the age groups of the people. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Language Academy is the property of Rota Kariyer 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.)