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The concept of cynicism and its theoretical foundations, the factors that reveal cynicism, the effects of cynicism, and the strategies that school administrators should implement against teachers who experience cynicism are discussed in this study. The study is a review. Cynicism is the insecure, dissatisfied negative feelings that individuals experience towards their job, organization and environment. It encompasses a pessimistic, cynical and indifferent attitude towards the organization. Among the organizational factors that cause employees in organizations to experience organizational cynicism; Political behaviors in organizations, perceptions of organizational injustice, and a sense of lacking support in the organization are the main ones. Among the effects of organizational cynicism, a decrease in organizational performance, an increase in absenteeism, burnout, reluctance to engage in proactive activities, reluctance, a lack of communication and respect with the environment, and decreased trust in the organization and management can be counted. There may also be teachers who experience cynicism in the school organization. It may be important for school administrators to identify teachers who experience cynicism and to use appropriate strategies for them in reducing cynicism. These strategies include creating a sense of belonging, acting ethically, and trying to increase organizational commitment. [ABSTRACT FROM AUTHOR]

Copyright of IZU Journal of Education / İZÜ Eğitim Dergisi is the property of IZU 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 Anatolian Journal of Educational Leadership & Instruction / Anadolu Eğitim Liderliği ve Öğretim Dergisi is the property of Anatolian Journal of Educational Leadership & Instruction 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 Anatolian Journal of Educational Leadership & Instruction / Anadolu Eğitim Liderliği ve Öğretim Dergisi is the property of Anatolian Journal of Educational Leadership & Instruction 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 Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University 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.)

The aim of this phenomenological study was twofold. The first was to identify the reasons why female teachers are not interested in becoming administrators, namely to understand why they are not interested in this position. The second was to uncover what problems women administrators face and understand if these problems are influencing their decision not to pursue administrator positions. The participants were 26 female teachers and 17 female administrators working in different types of schools. The research data were collected through semi-structured questions and analyzed using the content analysis method. The majority of obstacles experienced by female administrators are the same ones seen as obstacles by female teachers. Despite no legal barriers to women becoming administrators, functional reasons underrepresent women in school administration. The reasons why female teachers don't want to become school administrators were due to family responsibilities, fear of economic losses, difficulties with female colleagues, heavy workloads and responsibilities, difficulty balancing work and private lives, difficulties with administration, and parent problems. Finally, some recommendations were proposed to overcome the reported issues.

Bu araştırmanın amacı okul yöneticilerinin ve öğretmenlerin okul öncesi eğitimde aile katılım çalışmaları uygulama sürecinde yaşadıkları deneyimleri ve karşı karşıya kaldıkları sorunları açığa çıkarmak ve bu sorunların çözümüne ilişkin önerilerini ortaya koymaktır. Araştırmada nitel araştırma desenlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın katılımcılarının belirlenmesinde amaçlı örnekleme yöntemi kullanılmıştır. Bu doğrultuda araştırmanın katılımcılarını İstanbul İli Sultanbeyli İlçesi Milli Eğitim Müdürlüğüne bağlı okul öncesi eğitim kurumlarında görev yapan ve aile katılımı çalışmalarında deneyimi olan 10 öğretmen ve 7 okul yöneticisi oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme formları yardımıyla elde edilmiştir. Elde edilen veriler nitel veri analiz yöntemlerinden içerik analizi yöntemi ile çözümlenmiştir. Araştırma sonuçları öğretmenlerin ve okul yöneticilerinin aile katılımı çalışmaları ile ilgili farkındalıklarının olduğunu ve aile katılımı çalışmaları sürecinde çeşitli sorunlarla karşılaştıklarını ortaya koymuştur. Buna göre öğretmenlerin; sosyo-kültürel, çevresel, aileden kaynaklı ve okul yönetiminden kaynaklı sorunlarla; okul yöneticilerinin ise sosyo-kültürel, çevresel, aileden kaynaklı ve öğretmenlerden kaynaklı sorunlarla karşılaştıkları belirlenmiştir. Ayrıca araştırma sonucunda her ne kadar okul yöneticileri ve öğretmenler aile katılımı çalışmaları sürecinde farklı sorunlarla karşılaşmış olsalar da bu sorunların çözümüne yönelik benzer stratejiler geliştirdikleri görülmüştür. Buna göre katılımcı okul yöneticilerinin ve öğretmenlerin söz konusu sorunların çözümüne yönelik velileri bilgilendirme, velileri teşvik etme ve eğitimci-yönetici iş birliği ve desteği sağlama konusunda ortak görüş bildirdikleri tespit edilmiştir.

The purpose of the present study was to determine teachers' views on the communication skills of school administrators through a mixed methods design. Although quantitative or qualitative studies deal with the communication skills of school principals according to teacher perceptions, the number of studies conducted in mixed design is quite low. The study's quantitative data were obtained from 368, and the qualitative data were obtained from 20 teachers working in primary, secondary, and high schools in Acıpayam and Tavas districts of Denizli province in Turkey. The data were collected via the "Interpersonal Communication Skills Scale of Primary School Administrators" developed by Şahin (2007) and through an interview form developed by the researchers. For the quantitative data analysis, arithmetic mean, standard deviation, t-test and one-way analysis of variance were applied as a content analysis were carried out in the qualitative data analysis. When the results were examined, it was observed that the communication skills of the school administrators were at a high level, and it was revealed that their communication skills were at the highest level in the dimension of "giving confidence", while it was at the lowest level in the dimension of "giving feedback". There are significant differences in school administrators' communication skill levels considering the branch's variables, teachers' tenure at school, school type, and the number of teachers. It has been seen that the quantitative and qualitative data of the research support each other.

Bu araştırmanın temel amacı okul yöneticilerinin COVID-19 salgınında görevlerini nasıl algıladıklarını ve anlamlandırdığını incelemektir. Fenomonolojik araştırma deseniyle yürütülmüş olan araştırmanın katılımcı grubu devlet okullarında görevli 10 okul yöneticisidir. Araştırma verileri açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme tekniği kullanılarak toplanmıştır. Görüşmede katılımcıların verdikleri cevaplara bağlı olarak sonda soruları da sorulmuştur. Fenomenolojik çalışmada incelenen araştırma konusuna ilişkin katılımcıların deneyimlerinin özüne ve yapısına ulaşmak hedeflenmektedir. Bu nedenle katılımcıların okul yöneticisi olma deneyimlerinin özünü ve yapısını açığa çıkarmak amacıyla verilerin analizinde “parantezleme”, “fenomenolojik redüksiyon”, “imgesel çeşitleme” ve “anlam ve özlerin sentezlenmesi” olmak üzere dört aşamalı bir süreç takip edilmiştir. Verilerin analizi sonucunda COVID-19 pandemisi sürecinde okul yöneticisi olma fenomeninin yapısını ve özünü birbiriyle ilişkili altı bileşenin oluşturduğu tespit edilmiştir. Deneyimin yapısını oluşturan bu bileşenler veya özler; okul yöneticilerinin (1) Bilinmezlik: Pandemi sürecinin getirdiği bilinmezlik etkisiyle önlerini görememe, (2) İş Yükünün artışı, (3) Yıpranmışlık ve yorgunluk hissi, (4) Motivasyon Kaybı ve çalışma azminde düşüş, (5) Teknoloji Kullanımı artışı ve deneyimleri, (6) Vicdani Sorumluluk’tur. Okul yöneticilerinin pandeminin seyrine göre üstlerinden yazılar geldiği ve buna göre hareket ettikleri ancak pandeminin seyrinin kestirilemez oluşu sebebiyle bilinmezlik algısı yaşadıkları tespit edilmiştir. Uzaktan eğitim süreciyle iş yüklerinin ve yoğunluklarının artan yöneticilerin, bu yoğunluk ve bilinmezlik durumu sebebiyle de yıpranmışlık ve yorgunluk yaşadıklarını, yorgunluğun hemen peşinden motivasyon kaybına uğradıklarını ifade etmişlerdir. Öte yandan uzaktan eğitim sürecine aktif şekilde dahil olarak teknolojide yeni deneyimler elde ettiklerini belirten yöneticiler, çevrim içi eğitim süreci için de öğrencilerine gerekli materyalleri ve imkanları sağlamak için kendilerini vicdani sorumluluk altında hissettikleri belirlenmiştir.

This research aimed to determine the relationships between school administrators’ supportive behaviors and teachers’ job satisfaction and subjective well-being via correlational survey model, a quantitative research method. The study group of this research was composed of 400 teachers working employed at primary schools in the city center of Bolu. Principal Support Scale, Teaching Satisfaction Scale and Teacher Subjective Well-being Questionnaire were used in the study. Since the data had a normal distribution, parametric tests were utilized in data analysis. Research results demonstrated positive and highly significant relationships between informational support and teachers’ job satisfaction and subjective well-being; between informational support and teachers’ job satisfaction and between principal support and emotional (expressive) support dimension and teachers’ subjective well-being. School administrators’ supportive behaviors were found to have a significant effect on teachers’ job satisfaction and subjective well-being levels. Teachers’ job satisfaction was found to affect their subjective well-being levels. The findings that school administrators provided moderate emotional and informational support to teachers and teachers had moderate job satisfaction were also remarkable and striking. This study presented the importance of school administrators’ supportive behaviors with the finding that school administrators’ support predicted both teachers’ job satisfaction and subjective well-being.

Teacher candidate education is an important stage in the education system. In this research, it was aimed to reveal teacher candidates from the perspective of school administrators. In the research, phenomenological design, a qualitative research method, was used. The participants of the study were ten school administrators who work in state schools. Criterion sampling and chain sampling were adopted. Interviews, observations and documents were used as data sources. Descriptive analysis was used for data analysis. In the reliability-validity phase of the research, data diversity, extensive field work, external audit and direct quotation strategies were used. According to the research data, three themes emerged. These were thoughts on teacher candidate, effect of environmental factor on teacher candidates, effect of school administration on training teacher candidates. In the last part of the research, suggestions for both practitioners and researchers were presented.

This study examines how secondary school administrators in the Ilorin Metropolis use ICT for managerial planning. The principal must effectively and efficiently organize, manage, and supervise the school's business for them to run successfully. This study's design is a survey-style descriptive study to determine how ICT affects principals' administrative performance. The population of this study consisted of 292 participants from all 75 public secondary schools in the Ilorin Metropolis. The instrument for data collection was a structured questionnaire titled "Information Communication Technology and Principal's Administrative Effectiveness Questionnaire" (ICTPAEQ) while reliability coefficient values of 0.85 were obtained. The data gathered from the field was evaluated using pertinent descriptive statistics such as percentages, mean, and standard deviation, while research question 4 was addressed using Pearson Production Moment Correlation (PPMC) statistics. This finding may be explained by the fact that most schools lacked these ICT resources, which may have contributed to the finding. This finding revealed that secondary school principals do better administratively the more they use ICT resources. This further implies that secondary school management effectiveness may be in danger in the absence of ICT. This implied that ICT is a crucial factor in the efficient administration of secondary schools. Based on the findings of this study, the following recommendations were made for secondary school administrators to become more proficient and use ICT technologies to enhance training for school administrators who are not yet ICT proficient.

The aim of this study is to reveal whether the problems and expectations experienced by the education system stakeholders during the pandemic process differ according to the technology integration levels of the teachers and the technology leadership self-efficacy perception levels of the school administrators. The general survey model was used to conduct research. "Indicators of Technology Integration Scale" was used to determine the technology integration indicators of teachers, and the "Technological Leadership SelfEfficacy Scale for School Administrators" was used to determine the technology leadership self-efficacy of school administrators. In addition, the Distance Education Questionnaire was used to investigate the problems experienced by teachers and school administrators during the pandemic, the changes they expect in terms of educational practices after the pandemic, and the measures that can be taken in possible situations. This study was carried out with a total of 489 people, including 369 teachers and 120 school administrators. Data management and analysis were performed using SPSS statistical program. The results of this investigation show that teachers find themselves at a sufficient level in terms of technology integration and school administrators in terms of technology leadership self-efficacy. Both teachers with high technology integration level and school administrators with high technology leadership self-efficacy perceptions stated that they experienced problems such as lack of experience in developing e-learning content during the pandemic process, the targeted acquisitions are not suitable for online environments, and the inability to provide education according to the individual interests and abilities of students in online distance education. They stated that they expect students to increase their motivation towards school and learning with the return to face-to-face education after the pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi 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 administrators should use a language that motivates teachers and increases teachers' commitment to the school. In this context, the aim of the research is to reveal the relationship between the motivational language used by school administrators and the organizational commitment of teachers according to teacher perceptions. Relational survey model was used in the research. The target population of the research consists of 1457 teachers working in kindergartens, primary and secondary schools and high schools in Fatsa and Korgan districts of Ordu province in the 2019-2020 academic year. The sample of the research consists of 546 teachers selected from the target population by random sampling method. Motivational Language Scale and Organizational Commitment Scale were used to obtain the research data. Percentage, frequency, “t” test, ANOVA, Scheffe test, correlation and regression techniques were used in the analysis of the data. In regard to the results of the research, in the sub-dimensions of the motivational language scale, "guiding language", "encouraging language", and "ownership language", teachers generally stated that administrators utilize motivational language at a high level. In the "emotional commitment" and "continuance commitment" sub-dimensions of the Organizational Commitment Scale, teachers' commitment to their schools was high, while their "normative commitment" was midlevel. A positive and moderately significant relationship was found between the sub-dimensions of the Motivational Language Scale, "perlocution", "illocution", and "locution" and the sub-dimensions of the Organizational Commitment Scale, "emotional commitment", "continuance commitment", and "normative commitment". It was revealed that Motivational Language Scale sub-dimension scores significantly predicted organizational commitment scale sub-dimension scores. [ABSTRACT FROM AUTHOR]

The aim of this research is to Decipher the relationship between the social justice leadership behaviors of school administrators and the organizational cynicism level of teachers according to teachers' opinions. The universe of this research, which was designed in the relational screening model, consists of teachers working in the city center and districts of Rize in the 2021-2022 academic year. The sample of the research consists of 316 teachers working in primary and secondary schools located in the city center and districts of Rize, selected by random sampling method from the universe. The Social Justice Leadership Scale-Teacher Form and the Organizational Cynicism Scale were used as data collection tools in the research. According to the data obtained from the research, it was determined that the arithmetic mean of school principals' social justice leadership behaviors and attitudes was 3.93 and the arithmetic mean of teachers' perceptions of organizational cynicism was 2.07. According to the opinions of teachers, it has been found that there is a significant relationship between the social justice leadership style of school administrators and the organizational cynicism levels of teachers in a negative way at a moderate level Decisively. In addition, it has been concluded that support, critical consciousness and participation, which are the sub-dimensions of social justice leadership, are significant predictors of organizational cynicism. [ABSTRACT FROM AUTHOR]

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.)

This study aimed to identify the problems experienced by middle and high school administrators and to compare the solution methods they applied for these problems. The research was conducted with the participation of 10 school administrators working in the Hopa district of Artvin province. The phenomenology design, one of the qualitative research methods, was used in the research, and a structured interview form was used for data collection. The descriptive analysis method was used for data analysis. According to the findings, the problems encountered by school principals at both levels and the solutions were similar. It was found that peer bullying was against lower grades in both levels, there was a school uniform application in all schools, the success factor was considered sufficient, and both levels had two school administrators. It was concluded that situations such as phone addiction and smoking were more common in high school. Chronic absenteeism was rare at both levels. In addition, most school administrators stated that they did not have a communication problem with teachers. It was suggested that the interview form created could be used before guidance studies and could be applied in different regions. [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 aim of this study was to define safety problems at schools according to school administrators' opinions. In the study, a case study design from qualitative research methods was employed. The participants of the study were composed of 25 school administrators working in public schools (kindergarten, primary school, secondary school, and high school) in Mardin province. The study group was determined according to the purposeful sampling method maximum variation technique. The saturation criterion was used to decide on the number of participants in the group. In the research, a semi-structured interview form was used to investigate the opinions of the administrators about the safety problems at schools. Descriptive analysis and content analysis were used in the analysis of the data. The findings showed that the school administrators faced safety problems originating from schools, students, and parents. Besides, it was found that these problems had negative effects on psychological, and academic outcomes and relationships with third parties. However, these problems could be solved with structural improvements, psycho-social support, and legal regulations. Finally, recommendations for researchers and practitioners were made based on the results of the study to minimize the safety problems at schools. [ABSTRACT FROM AUTHOR]

Copyright of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 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 Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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.)

The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to determine teachers' views on the communication skills of school administrators through a mixed methods design. Although quantitative or qualitative studies deal with the communication skills of school principals according to teacher perceptions, the number of studies conducted in mixed design is quite low. The study's quantitative data were obtained from 368, and the qualitative data were obtained from 20 teachers working in primary, secondary, and high schools in Acıpayam and Tavas districts of Denizli province in Turkey. The data were collected via the "Interpersonal Communication Skills Scale of Primary School Administrators" developed by Şahin (2007) and through an interview form developed by the researchers. For the quantitative data analysis, arithmetic mean, standard deviation, t-test and one-way analysis of variance were applied as a content analysis were carried out in the qualitative data analysis. When the results were examined, it was observed that the communication skills of the school administrators were at a high level, and it was revealed that their communication skills were at the highest level in the dimension of "giving confidence", while it was at the lowest level in the dimension of "giving feedback". There are significant differences in school administrators' communication skill levels considering the branch's variables, teachers' tenure at school, school type, and the number of teachers. It has been seen that the quantitative and qualitative data of the research support each other. [ABSTRACT FROM AUTHOR]

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog 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 study is to determine the English self-efficacy beliefs of school administrators. The research adopts the cross-sectional survey model to determine the English self-efficacy beliefs of school administrators. The sample of the study consists of 305 administrators working in schools in the districts of Konya, Türkiye. In the study, the “English self-efficacy belief scale” developed by Hancı Yanar and Bümen (2012) was used to determine English self-efficacy beliefs. The measurement tool used in the study was applied in April 2022. According to the results of the study, school administrators' English self-efficacy beliefs are at a low level (the level of "very little fits"). While the level of English self-efficacy beliefs of school administrators showed a significant difference according to the variables of duty, professional seniority and administration seniority, there was no significant difference based on gender, age, educational status and school type variables. Language activities can be organized in schools with the participation of all education stakeholders in order to increase the English self-efficacy of school administrators depending on the language training to be carried out. [ABSTRACT FROM AUTHOR]

The aim of this phenomenological study was twofold. The first was to identify the reasons why female teachers are not interested in becoming administrators, namely to understand why they are not interested in this position. The second was to uncover what problems women administrators face and understand if these problems are influencing their decision not to pursue administrator positions. The participants were 26 female teachers and 17 female administrators working in different types of schools. The research data were collected through semi-structured questions and analyzed using the content analysis method. The majority of obstacles experienced by female administrators are the same ones seen as obstacles by female teachers. Despite no legal barriers to women becoming administrators, functional reasons underrepresent women in school administration. The reasons why female teachers don't want to become school administrators were due to family responsibilities, fear of economic losses, difficulties with female colleagues, heavy workloads and responsibilities, difficulty balancing work and private lives, difficulties with administration, and parent problems. Finally, some recommendations were proposed to overcome the reported issues. [ABSTRACT FROM AUTHOR]

School leaders play a pivotal role in fostering change and improvement, including via teacher-led interventions, such as co-teaching. Leaders’ vision and support create the conditions for teachers to maximize the effectiveness of school interventions. However, there is limited understanding of how school leaders provide support for the intervention of co-teaching. This gap in knowledge is crucial because co-teaching has the potential to be transformative, but teachers must actively drive pedagogical changes. We conducted a mixed-methods study involving 150 Norwegian elementary schools participating in a multi-year co-teaching initiative for literacy instruction. We collected data through open and closed survey questions, inquiring about school leaders’ beliefs and support practices regarding co-teaching. Our descriptive analysis examined school leaders’ practices and explored potential associations with their epistemological perspectives. Our findings indicate that leaders who approach co-teaching with cautious optimism tend to provide more thoughtful support compared to those who are overly optimistic and may underestimate implementation challenges. Moreover, most leaders prioritize structural support elements while potentially overlooking psychological and emotional support practices aligned with self-determination theory (SDT). We conclude with practical recommendations for school leaders to offer support to teachers that are grounded in the principles of SDT and organized according to implementation phases.

This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.

Job satisfaction levels are important for people who spend most of their days at work. In the literature, there are studies on many factors that may affect the job satisfaction of employees. It is seen that the leadership behaviors of school principals affect teachers. This research aims to reveal the effects of school administrators' leadership behaviors on teachers' job satisfaction. A qualitative research technique was used in this study. Twenty-five secondary school teachers participated in this study. Research data were collected through a semi-structured interview form prepared by the researcher. The data were analyzed through the content analysis technique. The findings showed that the job satisfaction levels of the teachers were not sufficient, and the positive and negative leadership behaviors of the school principals affected the teacher job satisfaction. [ABSTRACT FROM AUTHOR]

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention. [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.)

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu 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 Balkan & Near Eastern Journal of Social Sciences (BNEJSS) is the property of Balkan & Near Eastern Journal of Social Sciences (BNEJSS) 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 the study is to determine the relationship between school administrators' decisionmaking styles and time management skills. Correlational survey model, one of the quantitative research methods, was used in the research. The population of the research consists of school administrators working at various levels in public schools in the province of Bingöl in the 2021-2022 academic year. The sample of the study was determined by the disproportionate sampling method, which is one of the random sampling methods. 265 school administrators voluntarily participated in the study. The sample was determined by the disproportionate sampling method, which is one of the random sampling methods. SPSS 22.0 and AMOS programs were used in the analysis of the data obtained within the scope of the research. As a result of the research, it was determined that the decision-making styles and time management skills of school administrators were correlated. Considering the sub-dimensions of decision-making styles, school administrators use rational decision making, dependent decision making, intuitive decision making and spontaneous decisionmaking styles, respectively. School administrators exhibit low levels of avoidance behavior. According to this research, there is a low-level positive and meaningful relationship between school administrators' decision-making styles and time management skills. As a result of the research, it was emphasized that school administrators use rational decision-making style in their decisions and pass the decisions and alternatives through a logical filter. In addition, different decision-making styles of school administrators significantly predict their time management skills. Decision-making styles explain 13.9% of the variance in time management skills. [ABSTRACT FROM AUTHOR]

The structure and expectations of societies are constantly changing, developing, and advancing as time demands. Accordingly, the vision, mission, purpose, and objectives of educational institutions are changing and are shaped according to the expectations of the society. School Directors, teachers, and families, briefly the community, should know that schools are institutions that best fulfill children's learning, and make them feel happy and safe. A cheerful and peaceful school environment always brings academic success. Children who have a quality school life are aware of the responsibility for their behaviors as well as the social responsibilities for their environment. Thus, students who are closely interested in social responsibility projects are not just academically developed; at the same time, their social, emotional, and mental development increases, and their social cohesion and awareness develop. This research aims to examine ways to improve the quality of social life in schools through social responsibility projects to be started as well as opinions by School Directors. In this study, the qualitative method and case study design were used. The study group of this research consisted of 15 teachers working in primary schools affiliated with the Department of Primary Education of the Ministry of National Education. The participants were interviewed through live connections. The findings revealed that students are very willing to take part in social responsibility projects, and significant improvements have been made in their academic achievement; they attended more willingly, and there have been noticeable changes in the quality of the school. [ABSTRACT FROM AUTHOR]

The study aims to examine the reflection of social media on school administration. The findings demonstrated that social media is a tool which provides fast communication; enables internal and external, formal and informal works to be carried out more effectively and easily. School administrators prefer social media compared to previous periods because it provides both faster and easier execution of work and savings. Structural and technical regulations are needed to use social media more effectively in school administration. Further research can be conducted by taking into account the stakeholders adopting different methods. [ABSTRACT FROM AUTHOR]

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.)

Teachers and administrators feeling good about themselves will allow them to work more effectively. On the other hand, good informal relations within the school will both help teachers and school administrators feel better and will contribute significantly to the effectiveness of the school. In this study, the relationship between informal relationships of teachers and school administrators and subjective well-being levels was examined. The research was carried out with the relational screening model. The research group consists of 230 teachers and school administrators working in the provinces of Samsun, Antalya, and Kars under the Ministry of National Education. Teachers' Subjective Well-Being Level and Informal Relationships in Schools Scale were used as data collection tools in the research. Parametric tests were used as the data obtained in the study showed normal distribution. In the analysis of the research data, arithmetic mean, standard deviation, ANOVA, independent groups t-test, and Pearson Product-Moment Correlation techniques were used. According to the research findings, school administrators' views on informal relations and subjective well-being levels are very good; It is understood that teachers' views on informal relationships are moderate, and their subjective well-being levels are good. While the opinions of teachers and school administrators differ significantly according to gender and task variables, they do not differ according to the school's settlement, branch, and seniority variables. A high level of positive correlation was found between the subjective well-being levels of teachers and school administrators and their informal relationships. It has been suggested that school administrators establish more sincere relations with teachers and give more space to activities that increase informal relations. [ABSTRACT FROM AUTHOR]