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This study aims to identify the barriers encountered in the access of Roma children to education and to offer solutions according to the school administrators’ and teachers’ views. It is conducted with a phenomenological research design. The study group is composed of 24 participants, including 7 school administrators and 17 teachers. Data collected employing semi-structured interviews are analyzed with inductive content analysis. According to the findings, within the framework of Bourdieu’s cultural capital theory, the barriers to Roma children’s access to education are revealed as the structure of the education system, cultural characteristics, and perspective on education. Participants have stated that low expectations from Roma children within the current education system and the formation of Roma Schools are significant barriers to accessing education. These barriers to Roma children’s access to education are seen as a product of deficiencies caused by the family and the student himself. Additionally, neighborhood culture and social learning also prevent Roma children from accessing education. To overcome these barriers, participants suggest that schools should be turned into centers of attraction, flexible education programs should be implemented, and Roma children should be educated in mixed schools. The findings suggest that these barriers are regarded as a product of deficiencies caused by Roma children. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a valid and reliable assessment tool for use in determining the competency beliefs of school administrators about innovation management. The scale applied to a study group of 216 school administrators, after work Centered on assessing intelligibility and specialized opinion. Exploratory and confirmatory factor analysis has been applied to determine the construct validity of the scale. Cronbach Alpha inner consistency coefficient was calculated to determine the reliability of the scale. The corrected item-total correlations were initially calculated to determine how efficient the items covered by the scale are in distinguishing between people by the aspect they measure and t-test was conducted to determine whether there exists any significant difference between the item average scores of top 27% and bottom 27% groups. As a result of exploratory factor analysis of the scale, the scale was identified to consist of four sub-dimensions, including Project Management, Organizational Culture and 32 5-point Likert items. The factor value loads of items covered by the scale vary in a range of 0.51 to 0.77. The four-factor structure of the scale is also affirmed by the confirmatory factor analysis. The corrected item-total correlations of the scale items ranged from 0.77 to 0.39. Based on result of t test performed between the item average scores of top 27% and bottom 27% groups, it was observed that differences had been significant for all items and factors. The inner consistency factor for the entire scale was calculated as 96. The inner consistency coefficients of the scale's sub-dimensions varied between 85 and 94. The findings of this study reveal that Innovation Management Scale at Schools is a valid and reliable measuring tool that can be used to determine the competence beliefs of school administrators on innovation management. (Contains 1 table.)