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This study aims to determine the possible relationship between professionalization levels and self-efficacy perceptions in teachers. The research was carried out using the relational model, one of the quantitative research methods. Participants of the study were 439 teachers working in a district of Kahramanmaras, Turkey who were selected through stratified sampling. The data were collected using "Teacher Professionalization Scale" and "Teacher Self-Efficacy Scale" and analyzed through the SPSS 22.0 statistics package program. The Pearson correlation coefficient was calculated to determine the possible significant relationship between teachers' professionalization levels and their self-efficacy, and a multiple regression analysis was conducted to determine whether their self-efficacy level predicted their professionalization level. The research findings demonstrated that they had a "high" level of professionalization and a "quite sufficient" level of self-efficacy. In addition, a positive and medium level relationship was found between these two variables. In other words, their self-efficacy significantly predicted their professionalization explaining 22% of the total variance. Based on these results, the study concludes that policies that improve teachers' self-efficacy should be developed and implemented.

The aim of this study is to examine the effect of the 5E learning model designed in accordance with a techno pedagogical lesson plan on student success and attitude in a Turkish course. The research is quantitative and uses a quasi-experimental model with pre-test/post-test control groups. The universe of this study consisted of 8th grade students studying in the Onikisubat district of the province of Kahramanmaras in the 2019-2020 academic year. The sample of the study consisted of 110 students studying in four different classes from within this same population. The lessons in the experimental group were taught using a 5E learning model designed in accordance with a techno pedagogical lesson plan, while the lessons in the control group were based on the methods described by the Turkish lesson curriculum. In this study, the "Attitude Scale Towards Turkish Lessons" (ASTTL) and "Turkish Course Academic Achievement Test" (TCAAT) were used as data collection tools. In the analysis of the data obtained in the study, the independent sample t-test and the correlated sample t-test were used. As a result of the research, a statistically significant difference was found in favor of the experimental group between the average achievement scores of the students in the experimental group and those of the students in the control group. However, a statistically significant difference was not found between the average attitude scores of the experimental group versus the control group.

The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaras in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.

This study was conducted with the aim of identifying reflections of bilingualism on preschool education. Ethnographic case study design was adopted in this descriptive research. It was carried out with the participation of eight preschool teachers who were teaching at different village schools and 13 pre-school students in the Southeastern Anatolia during the educational year of 2019-2020. The research data were collected using observation, interview, document analysis and researcher's diary and analysed through content analysis. The research results showed that bilingualism at school, in the classroom and among peers was adopted as a culture. It was seen that bilingualism had negative reflections on the exercise of the preschool educational programme in terms of subjects such as understanding of activities and following of instructions and completing them. It was determined that bilingualism reflected on the teacher as making more effort and feeling incapable in some situations. Bilingualism has been shown to make some students popular among peers.

This research primarily aims to examine project-based STEM training implemented in a state primary school in Turkey regarding teachers' and students' views. The phenomenological design, which is one of the qualitative research designs, was exclusively adopted in the study. The research sampling consisted of 18 students and 2 teachers working at a state primary school located in an Anatolian province during the 2017-2018 academic year. The research data were collected through interviews some of which were voice-recorded and analyzed through content analysis. Research findings revealed that successful implementation of STEM practices necessitates a systematic working plan consisting of preparation, implementation and evaluation stages. Besides, it was revealed that STEM training practices facilitate unearthing students' talents and developing their critical thinking and problem-solving skills as well as manual dexterity. The research findings also suggested that these practices increase cooperation among students, help them develop a positive attitude towards the lesson and behave more carefully during the classes. Nonetheless, various problems such as inadequate space, teaching materials and group-work driven problems were observed during STEM practices. Based on the research findings, it is suggested that STEM training should be separately implemented without being included in a single discipline.