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Problem Statement: There are many factors that affect student achievement directly and indirectly at the secondary educational level. Lower attendance rates have been cited as detrimental to academic achievement; therefore, it is suggested that improved attendance is a direct indicator, rather than determinant of students' academic achievement. Purpose of Study: The main purpose of this study was to investigate the effect of individual, family and school variables on absenteeism among high school students. Method: Data for this study was collected via a survey of 581 students from the 9th-11th grades, selected with cluster sampling from secondary schools in Burdur. Among the respondents, 44% were males and 56% females. The data collection instrument consisted of five sections including personal information, causes of absenteeism, school commitment, quality of school environment, and parental control. The Causes of Absenteeism Scale was developed by the researchers for secondary school students. The scale consists of three dimensions: individual, family, and school-based reasons. Parental Behavioral Control was assessed using a 20-item measure recording the degree to which a parent monitors the adolescent's behavior or actions. The School Attachment Scale was used to measure the degree of children's and adolescents' school attachment. Comprehensive School Climate Assessment Scale dimensions (teacher-student relationship and student activities) and Quality of Life Scale dimensions (student-student relationship and school management) were used to measure the quality of the school environment. The model was tested using LISREL 8.3 with maximum likelihood estimation. Results: The model was specified and tested using hierarchical structural equation modeling and was found to reasonably fit the data. The study findings show that high school students' assessment of the school environment explained 83% of the variance of levels of their commitment to school. Students' commitments to school, parental control, and assessment of the school environment together explained 22% of the variance in absenteeism. Conclusion: The major conclusion of this study is that absenteeism was predicted negative and significantly by students' commitment to school and parental control. Students' commitment to school is the most important predictor of absenteeism. In addition, this study provides evidence that students' commitment to school moderates the relationship between perceived school environment and students' absenteeism.

The purpose of this research is to examine the effect of the level of trust of primary school teachers towards their organization in relation to their perceptions of the school having a culture of teacher leadership. Participants of the study consisted of 378 teachers working in Burdur public primary schools. The data collection tool used two scales, the Teacher Leadership Culture Scale (TLCS) and Comprehensive Trust Scale (CTS). The TLCS consists of three dimensions including teacher collaboration, managerial support, and supportive work environment. The CTS has three sub-dimensions including trust in principals, trust in colleagues, and trust in clients. The data obtained from the participants was analyzed using the LISREL 8.5 program via structural equation modeling techniques such as the Maximum Likelihood Approach. The research results find the trust levels of teachers towards their organization in primary schools in Burdur to be positive and significant for the culture of teacher leadership in school. In addition, the trust level of teachers towards the organization are shown to explain 76% of the variability in the level of teacher leadership culture in their school. It was found that trust in principals has the highest correlation with managerial trust. Trust in colleagues also is found to have the highest correlations with teacher collaboration and supportive work environment.

Problem of Study: Research on social exchange relationships does not take into account another vital component of organizational life--namely an individual's sense of belonging and identity. Organizational identification is one of the most crucial factors holding employees together and keeping them committed to the organization. Many studies demonstrated that organizational identification is positively related to organizational citizenship behavior. Some researchers have suggested that organizational identification also might play an important role in social exchange processes. In recent years, the dominant approach has been to conceptualize the relationship among perceived organizational justice or perceived organizational support and organizational identification in terms of social identity as well as social exchange processes. Purpose of Study: The purpose of the present study was to investigate how the organizational identification mediates the impact of perceptions of organizational justice and organizational support on organizational citizenship behaviors in the context of Turkish preschool teachers. Methods: Data for this study were collected via a survey of 169 preschool teachers who completed measures of organizational citizenship behavior, organizational identification, organizational justice, and perceived organizational support. In analyzing the collected data, a two-step approach was adopted to test measured variables describing four latent constructs. Findings and Results: The model was specified and tested using structural equation modeling and was found to fit the data reasonably. The study findings show that the model was found to be effective in explaining the variance of organizational citizenship behaviors. Perceived organizational justice and organizational support together explained 70% of the variance in teachers' organizational identifications. Organizational identification explained 79% of the variance in teachers' organizational citizenship behaviors. Conclusions and Recommendations: As an overall conclusion, the results of the study demonstrate that teachers' identification with the school play a significant role in promoting organizational citizenship behaviors. Furthermore, this study's findings also suggest that organizational identification serves as an integral mediating mechanism among teachers' organizational citizenship behaviors, perceived organizational justice, and organizational support based on exchange and identity theories. Because teachers' organizational citizenship behavior improves school effectiveness, principals should understand the antecedents of these behaviors and be able to make use of them.

In this study in which the pre-service classroom teachers' emotional intelligence and the ways of their anger expression styles were examined, correlational survey model was used. In total 342 students, 189 of whom were females and 153 of whom were males, constituted the participants of the research. The students are the first year and the senior year students attending the department of elementary School Teaching, at Mehmet Akif Ersoy University, Faculty of Education. In the research, "Permanent Anger Expression Style Scale", and "Bar-On Emotional Intelligence Scale", were employed for the measurements. The relationship between the variables was studied via Pearson Correlation Coefficient, and then the data were analyzed with hierarchical regression analysis. In the research, negatively significant correlation was found between the all sub-dimensions of emotional intelligence, except for empathy and independence, and anger-in. It was discovered that emotional intelligence had negatively significant correlation between impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy and anger-out, and positively significant correlation between them (impulse control, stress tolerance, flexibility, authenticity, social responsibility and sub-dimensions of empathy) and independence and the sub-dimensions of self-confidence. It was observed that there was positively significant correlation between the sub-dimensions of emotional intelligence, except for self-confidence and independence, and anger control. As a consequence, it was found that the pre-service classroom school teachers with the skills of emotional intelligence were able to control their anger instead of suppressing it or reflecting it out.

Developments in information technologies have been impacting upon educational organizations. Principals have been using management information systems to improve the efficiency of administrative services. The aim of this research is to explore principals' perceptions about management information systems and how school management information systems are used in primary schools. The respondents of this study were 98 elementary school principals in Edirne. Data were gathered using a five-part questionnaire. The first part collected demographic information about respondents. The others had statements about school management information systems. The data were analyzed using frequency, percentage, mean and standard deviation. Results indicated that although technologic infrastructures of elementary schools are insufficient, school management information systems have an important contribution to school management.

This study examined teachers' internet use behaviour for professional development using the theory of planned behaviour. Data for this study were collected via a survey of 221 teachers who completed self-reported measures of attitude, subjective norm, perceived behavioural control, intention, and behaviour. The planned behaviour model was specified and tested using structural equation modelling. The result of the study provides partial support for the adequacy of the theory of planned behaviour for predicting and understanding internet use behaviour for teachers' professional development. There was a strong link between behavioural intention and internet use behaviour. Intention was predicted significantly by perceived behavioural control and attitude toward the behaviour. (Contains 2 figures and 3 tables.)

Discusses a study on several factors that affect student achievement in primary schools in Edirne Province, Turkey. Use of a stepwise multiple regression analysis to determine the significant variables that affect student achievement in primary schools; Comparison of teacher perceptions on principals, teachers, school climate and parent factors between schools with high and low student achievements; Role of principals, teachers, parents and students in academic achievement of students.