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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.

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.