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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 E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

The mtegrationof technology into the educational process falls under the responsibility of scIioo1 administrators. School adrmmstratobs need, to constantly improve themselves in order for cchools to reac-lt the determined technological tahs present rescarch was nonducted with the aim of determining the levels of technologicat leadership among primary school administrators and. evaluating them in terms of various variables. The survey research model, a quantitative research method, was employed, for this study, and a simple random sampling method was used in the selection of the sample. The samples oil' the research consisted of 197 managers, o3 of whom were women and 154 were men. In the findings obtained in the research, there were no significant differences in the techef logicril leabesship views of primahy school edministrators in terms of gender educational background, age, and yeass of service variables. In terms of the variable of the residential area where primyry' school admmistrafors serve, a significant difference was found, in the sub-dimension of systematic, development; however, no significant differences were reached in the of her sub-dimensions. Significant differences were aloo fiunnd in their viewh on the awareness of educational technology resources variable in the sub-dimensions of digital age learning culanre and systematic, development, while no signiaicant differences were hound, in the other sub-dimensions. In this research, it was concluded that school administrators consider themselves to be at an intermediate level in terms of technological leadership self-efficacy. It can be said that school administrators ere not at a very ghod level in tenets of tefhnofogical leadership. As a result of the research, it can be said ipcluding the ability' to uee technology m the anointment criteria for appointment and. selection as school administrators will be important fon the development and chang e of schiools. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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 Academic Social Resources is the property of Journal of Academic Social Resources 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, which was conducted to examine the relationship between the self-efficacy perceptions of teachers working in vocational and technical high schools and their perceptions of 21st century skills towards school principals, was carried out on the basis of the exploratory sequential mixed design, which is one of the mixed research designs. In the quantitative dimension of the study, 610 teachers working in MTL located in K.Maraş province were included by criterion sampling method. The qualitative study group consists of 24 teachers selected by purposive sampling method. In the study, data were collected using the "Educational Manager 21st Century Skills Scale", "21st Century Skills Self-Efficacy Perception Scale" and an interview form. The data obtained from the scales were tested by t-test, ANOVA test and correlation analysis. Qualitative data were analyzed by descriptive analysis method. Based on the research findings, the following conclusions were reached; While a significant difference was found in both scales according to both gender and seniority, no significant difference was found according to graduation status. In the analysis of qualitative findings, teachers' opinions supporting these findings were frequently encountered. As a result of the correlation analysis, a positive and significant relationship was found between both scales. In the sub-dimensions of the scales, it was observed that there were generally positive and significant relationships. [ABSTRACT FROM AUTHOR]

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) 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 Bartin University Journal of Faculty of Education is the property of Bartin 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 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 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 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 Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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 aims to determine the level of servant leadership perceptions of primary school teachers about school administrators and to find out whether they vary according to demographic factors. In this researc. The research is made with a total of 208 primary school teachers working in public primary schools affiliated with the Ministry of National Education in the Küçükçekmece District of Istanbul in the 2020-2021 academic year. Within the scope of the research, demographic information form is used in addition to the servant leadership scale. "Servant Leadership Scale" improved by Aslan and Özata (2011) includes 3 dimensions and 14 questions. "Servant Leadership Scale" is categorized as empowerment, service and vision. To analyze the data, SPSS 26.00 program is used. T test, standard deviation, arithmetic mean are used in the analysis of the data. According to the consequences of the analysis of the data, it was determined that the perceptions of the classroom teachers about the school administrators are at a high level. It is determined that the empowerment sub-dimension of Servant leadership perception is high: Service subdimension is moderate and Vision sub-dimension is high. Primary school teachers' perceptions of servant leadership about school administrators are viewed according to the variables of gender, educational status, marital status, and graduation status. Primary school teachers' perceptions of servant leadership differ considerably according to the variables of graduation status and educational status. The considerable difference that emerged is for the benefit of those who graduated from other faculties and graduates. Primary school teachers' perceptions of servant leadership do not show a statistically substantial difference according to gender and marital status. As a conclusion, in-service trainings on servant leadership behaviors can be given to school administrators and it can be suggested to increase their education levels. [ABSTRACT FROM AUTHOR]

Copyright of Nüsha is the property of Oku Anonim Sirketi 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 Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil 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 Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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.)

Considering that the education infrastructure and beneficiaries are damaged by disasters and service continuity is not ensured, an effective disaster management scheme is needed for resilient education infrastructure.In this context, it is aimed to evaluate the perspectives of school administrators on disaster preparedness, roles and responsibilities. Within the scope of the study, face-to-face interviews were conducted using semi-structured interview forms with 26 participants working as school administrators in 10 different schools in the center of Gümüşhane province, which were determined by criterion sampling method. The data were collected in the 2019-2020 academic year fall-spring term. As a result of the analysis, the participants who stated that they do not have a role in disaster and emergency situations, revealed a very broad approach when they stated the roles they should have. It is recommended that experts who have completed their training in disaster management are included in the organizational structure, creating professional units, identifying hazards, preparing risk and crisis plans, supporting all phases of disaster management with legislation for units, and clarifying roles for disasters and emergencies. Education infrastructure resistance should be addressed by revealing all its dimensions and examining them in depth. [ABSTRACT FROM AUTHOR]

Copyright of Black Sea / Karadeniz is the property of Black Sea / Karadeniz 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 Black Sea / Karadeniz is the property of Black Sea / Karadeniz 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 Istanbul Commerce University Journal of Social Sciences / İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi is the property of Istanbul Commerce University Journal of Social Sciences 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 International Social Research is the property of Journal of International Social Research 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 International Social Research is the property of Journal of International Social Research 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.)

The aim of this study is to identify the challenging behaviors of the students and interventions for these behaviors according to the views of the educational staff. The sample was planned within the scope of descriptive qualitative research, and consists of 54 participants working in the primary and secondary schools of the Ministry of Education in Ankara province. The data were collected through semi-structured interview forms. As a result of content analysis, two main themes, including "violenceaggression" and "disobedience" were determined according to views of the participants. The most common challenging behaviors defined by the students under the main theme of "violence-aggression" were "hitting and swearing", while the most frequently referred behavior was "talking without permission" under "disobedience" theme. Two main themes are also identified as "interfering approach" and "preventive approach" under the title of intervention types for challenging behaviors. The most applied approach is "interviewing with families", while the least applied approach is "office referrals" in interfering approach. The most common approach is "organizing trainings," while the least applied approach is "teaching rules" in preventive approach. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

The purpose of this research is to determine the distributed leadership levels of managers according to the views of class teachers in state primary schools. This research is in the screening model. The universe of the research is composed of 2200 class teachers who are working in primary schools in Elazığ in the 2017-2018 academic year. The sample is composed of 251 class teachers determined by simple random sampling. "Distributed leadership" scale developed by Özkan and Çakır (2017) was used as a data collection tool in the research. t-Test for independent groups and one-way ANOVA was performed to determine whether there was a significant difference between opinions for some variables. The distributed leadership levels of managers are determined as "I agree" in the subdimensions of formal structure, purpose unity, cooperation and trust, responsibility sharing, incentive and initiative and in the full scale. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin 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.)

The main objective of this study is to examine the relationship between the perceptions of school administrators and teachers on the ego states perceived and expected in each other. In this study, correlational survey method is used. The population of this study consists of school principals, vice principals and teachers working at private primary and high schools attached to the National Education Ministry on the Anatolian side in İstanbul. The sample group consists of 260 teachers, 205 of whom are female and 55 of whom are male, and 75 administrators, 35 of whom are female and 40 of whom are male. According to the findings of study; the sex variable is not differentiating in teachers' evaluations of the either perceived or idealized principal, except in the "natural child" ego state of the ideal principal. The same is valid for the evaluation of the vice principals. The school type variable is not differentiating in teachers' evaluations of the perceived principal. However, in teachers' evaluations of the ideal principals and vice principals it is a differentiating variable in the "criticizing parents", "adult", and "natural child" ego states. The school type variable is differentiating in teachers' evaluations of both the perceived and the ideal principals and vice principals. The school type variable is differentiating in administrators' evaluations of the teachers. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies 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.)

School management is an area that requires expertise. The people in our country will host must be present in the school administrator takes in discussions as an administrator of all professions concentrates at the point. Our country director of the reasons for the failure determine the adequacy of school principals have not yet need to call the professionalization. The administrator is the first and most important priority administration training in school than working as a teacher. İn our country can not be filled as required managerial staff of the school is a major problem. The aim of this study is investigate Management perspective of Teachers who served the District of Bahçelievler and requests be an administrator. In this context research has been made based scanning model. Also through the scan model it was preferred general screening model. Study of universe is the province of İstanbul, located in the District of Bahçelievler in technical and vocational high schools, teachers in charge. As a sample, This method with selected teachers on duty at school among random 252 teacher. The scale used by Köse (2008) to collect data in research are 'the aim of preferred management 'and 'management perspective' At the end of the research, It was observed that the participants' 'the aim of preferred management 'and 'management perspective' level s of demands are positive. No significant difference in the gender variable about 'the aim of preferred management ' and 'management perspective'. Howewer, but Professional seniority and level of education were examined it was observed significant difference. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the problems which teachers and administrators face with at schools where foreign students enroll in, and to offer solutions and recommendations for these problems. As a qualitative research design, phenemonology is chosen for the study. The data was collected through interviews with teachers and administrators at schools in Denizli where foreign students are attending. Maximum sampling was used for the selection of the participants. Analyses figured out four themes named family characteristics of foreign students, problems faced, solutions of the problems faced and suggestions. Under the theme of family characteristics, the data was categorized as the reasons why they are in Turkey, family structure, financial situation, the condition of being interested in child's education and the reasons of immigration. As for the problems which teachers and administrators face with, the data was categorized as the language problems, the problems in the collaboration between Ministry of National Education and the school, the problems in the collaboration between the school and the family, and the problems in the process of instruction. In terms of the third and the fourth themes of the study, the solutions which the teachers and the administrators offer for the problems mentioned above have been discussed. [ABSTRACT FROM AUTHOR]

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.)

The purpose of this research is the evaluation of Primary and Secondary school directors' managerial behaviors and characters in accordance with the teachers' ideas. The research is a qualitative research. In the research assessment and evaluation instrument which consists of 7 items which has been prepared regarding the experts' opinions in order to determine 'the teachers' views concerning the reflection of school managers' managerial behaviors and characters into the school atmosphere' has been used. The target population of the study consists of total 83 teachers 27 of whom work at Primary school, 18 of whom work at secondary school, 37 of whom work at high school and who work at 4 primary schools, 4 secondary schools and 4 high schools from the central schools which are connected with Igdir Provincial Directorate of National Education, 46 of whom are female, 37 of whom are male. The research data have been obtained with the analysis by grouping the answers given to the questions asked orally, having recorded them. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir 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 Electronic Turkish Studies is the property of Electronic Turkish Studies 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 Social Sciences & Humanities Researches is the property of Mugla Sitki Kocman University, Institute of Social Sciences 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 Administration: Theory & Practice is the property of Educational Administration: Theory & Practice 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 Kirsehir Education Faculty is the property of Journal of Kirsehir 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 International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences 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 Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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 / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi 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 Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir 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.)