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In this study, the effects of some student (e.g., gender, bullying, etc.) and school variables (e.g., emphasis on academic achievement, clarity of teaching, etc.) on the TIMSS 2015 science and mathematics achievement of eighth grade students in Türkiye were examined by controlling for the socioeconomic status of the students at the student and school level. The analyses were performed using the multilevel modelling method and the HLM8 package program. The findings show that school variables account for 34% of the variability in the TIMSS 2015 science achievement of eight grade students, while student variables account for 66%. Similar to this, school variables account for 35% of the variability in these students' mathematics achievement and student variables for 65% of it. The socioeconomic status of the school at the school level and students' confidence in learning the lesson at the student level are the two variables that have the strongest effects on students' achievement in science and mathematics. According to the results, other variables that have a significant effect on students' achievement in both science and mathematics at the school level are the clarity of teaching, the emphasis on academic achievement, and the school bullying level. Furthermore, school discipline problems have an effect on students' mathematics achievement. However, school resources and teacher qualifications do not have a significant effect on student achievement. Home educational resources and bullying among students are two important variables that effect how well students do in science and mathematics. The effect of gender and value learning the lesson on science achievement was significant, whereas the effect on mathematics achievement was not. The effect of like learning lesson on student achievement is significant only for mathematics.

Expectations from higher education institutions and systems are constantly increasing at both national and global levels. In addition to the variety of services provided by higher education institutions, the rise in expectations makes management of these institutions more difficult. However, while formations such as mission differentiation, thematic university structure, and regional development universities differentiate the objectives of higher education institutions from each other, attempts to achieve these specific objectives may bring along an organizational and informal structure specific to the institution. Based on this premise, the aim of this study is to examine the institution-specific governance models observed in Turkish higher education institutions. This case study is based on the five models of organizational functioning introduced by Birnbaum with the perspective of new institutionalism. The data of the study were obtained from two sources: Existing literature and interviews with 10 academics from higher education institutions. Accordingly, the governance models frequently observed in Turkish higher education institutions are bureaucratic model, political model and organized anarchy. In addition, the rapid increase in the number of higher education institutions and the dependence on resources increase the homogeneity between higher education institutions.

The present study intends to determine the ways followed and misconceptions held in the studies of phenomenological research design by analysing the theses in the field of educational administration. By using the database of the Turkish Council of Higher Education Thesis Center, forty master's and ten doctoral theses conducted between the years 2010-2017 in the field of education administration were reviewed and analysed methodologically. The results indicated that researchers did not benefit from international literature on phenomenological research, the aims and objectives of the theses were not appropriate for employing phenomenology, the study groups of the theses were structured in an unfavourable way, the interview questions used to collect data were not directed to the essence of experience, appropriate methods for the process of data analysis process were conducted, and the interpretation of the findings included problematic points. These misconceptions held in phenomenological research were mostly due to not dominating the philosophical underpinnings of phenomenology. Therefore, the researchers planning to conduct their research under the skin of phenomenology need to read enough about and to gain insights into the phenomenological research design before the beginning of their studies.

The aim of this research is to compare the approaches within the context of the PhD students' dissertation process. Moreover, in this research it is aimed to identify how PhD students evaluate their own dissertation process. In addition, this research analyses the differences between the students' study attitudes "in the PhD dissertation process in the field of educational sciences. This research adapts a qualitative research methodology and a case study design. Participants of the research were selected by purposeful sampling method with regard to the topic of interest. The majority of the participants, the PhD students, worked as research assistants at the same university. The data obtained from the PhD students were analyzed by using descriptive analysis method. Findings showed that the PhD students have different opinions about the development and design of the dissertation process. The PhD students stated feeling of inadequacy in the following issues: designing the research in accordance with theoretical method steps, the use of technology, the implementation of statistical methods, the cooperation between schools and universities, time management, and foreign language use in academic context.

In this study, the effects of academic inbreeding on individual and institutional research productivity are examined to understand its impact as a recruitment policy. Over the past decade, in particular, there has been growing awareness of the problems posed by inbreeding in higher education. This study aims to expand on this awareness through an analysis of the prevalence of academic kinship in the Turkish higher education system, as well as the effects of inbreeding on the research productivity of academics and on their total research output. Unlike previous studies, the present study tests three distinct descriptions of inbreeding. The analyses in the study are performed on (1) the data records of 88,162 doctorate-holding faculty members' nationally published articles and internationally published articles publications (Web of Science) from 203 Turkish universities; (2) their international citations; and (3) the projects they managed during the 2020-2021 academic year. Random effects estimator analyses were used the with multivariate negative binomial logit hurdle to account for institutional and individual differences. The findings indicate a high level of academic inbreeding in Turkish higher education. More specifically, the level was found to be 41%, which is one of the highest rates reported in the literature. Moreover, the findings suggest a negative impact of academic inbreeding on individual and institutional research productivity. In this respect, regardless of the field of study, inbred academics have lower number of national and internationally published articles, citations, and project management experiences than non-inbred researchers. In addition, it was found that the rate of academic inbreeding has a significant effect on universities' research productivity. Given these results, it can be stated that academic inbreeding has a detrimental effect on higher education.

This study examined the new parent-report assessment's reliability and validity, the Eyuboglu Sensory Reactivity Scale (ESRS), in children with ASD. The ESRS was designed to assess the frequency of sensory behaviors in children with ASD. A total of 167 (age 2-18, M?=?6.4±4.1 years, 79.6 % male) children and their families were included. Parents were asked to fill in the ESRS and the Autism Behavior Checklist (ABC). In addition, the Childhood Autism Rating Scale (CARS) was administered by the clinician. The psychometric properties were examined through reliability and validity analyses. According to explorative factor analysis, the ESRS consists of a 15 five-point Likert-type that has acceptable internal consistency and good validity for children aged 2 through 18. Cronbach's alpha of the scale was 0.85. The scale also showed good concurrent and convergent validity. The ESRS has the potential to measure unusual sensory reactions and can be used to follow up sensory interventions in children with ASD.

In Turkey, students are placed in a high school according to the scores they receive from a large-scale transition exam. Although the assessment procedures have shown changes over time, scores of this exam still play a vital role in students being accepted into a prestigious high school, which may also be an initial step for their prospective achievement at the higher education level. Therefore, this study aimed to analyze the student-, parent-, and school-related variables affecting eighth grade students' academic achievement on high school transition exams (TEOG) in state secondary schools in Eskisehir, Turkey, along with the relationships of these variables, by using hierarchical linear modeling (HLM). Study participants included 667 students and their parents as well as 211 school leaders and teachers. The results showed that schools located in high socioeconomic status neighborhoods received higher effectiveness scores. The first HLM analysis indicated that 37% of the variation in the TEOG scores resulted from schools. School effectiveness was responsible for 85% of variation in scores. In the second HLM analysis, it was found that school socioeconomic level created a 76% of variation in scores. Although cross interactions in both analyses were significant, the percentage of their explained variance was rather low. The findings of this study could be used to take reasonable steps to improve educational decisions and might give insights to students, parents, and educational leaders to increase students' academic achievement in the process of transition to high school.

In this study, the relationships between high school teachers' perceptions of spiritual leadership, organizational culture, organizational silences and academic success of the school were tested. The population of the research, which is designed with causal model, consists of a total of 2,791 teachers working in public high schools in a province in Central Anatolia, whereas the sample consisted of 457 teachers working in 24 high schools determined by the proportional cluster-sampling method. The primary data of the research were obtained using the Spiritual Leadership Scale, School Culture Inventory and Organizational Silence Scale, whereas the secondary data were obtained using the average scores of the school from the Higher Education Entrance Examination (YGS) and the Undergraduate Placement Examination (LYS). The data were tested using correlation analysis, multiple regression analysis and structural equation model. The findings of the research showed that teachers' perceptions about the spiritual leadership behaviors of the principals affected their organizational culture perception positively; the perception of the organizational culture affected the school's YGS average score positively and LYS average score negatively.

The aim of this research is to examine the effects of various variables (cognitive flexibility, school achievement, physics course success, gender, popularity, family income level) and communication that occur between students in the problem solving process of the high school students. The research, which was designed according to the mixed research approach, was carried out with 80 tenth grade students determined by high school education and purposive sampling. It is given in research; the problem form was obtained by cognitive flexibility scale and observations, the discourses obtained from the observations were coded, and the data obtained from the other variables were categorized. Problem solving situation is coded with rubric in accordance with ordinal variable. Data is analyzed by modelling with multi-level sequential logistic regression and sequential logistic regression analysis. Findings showed that obtaining a creative solution to the problem is related to the success of the physics course related to solution of the problem rather than the general academic achievement, it is related to cognitive flexibility level, gender, family income level. The higher the level of cognitive flexibility and the level of family income, the higher likelihood of reaching creative solutions. The probability of women reaching creative solution is lower than men. The number of discourses and rudely disagreeing discourses in schools with low achievement levels are higher than those of successful schools. While presenting suggestions that are modelled as descriptive in reaching creative solutions, discourse of ignorance is meaningful variable; approval, politely disagreeing, rudely disagreeing are not meaningful variables.

In the study, the effect of school principals' authentic leadership behaviors on teachers' perceptions of school culture was tested with the structural equation model. The study was carried out with the correlation research design. Authentic leadership behavior was taken as the independent variable, and school culture was taken as the dependent variable. The participants in the study were 256 teachers from 15 elementary schools. In the study, the research data were collected with the Authentic Leadership Scale (Walumbwa, Avolio, Gardner, Wernsing & Peterson, 2008) and the Organizational Culture Scale (Karadag, 2009). The Authentic Leadership Scale included the factors of (i) self-awareness, (ii) transparency in relations, (iii) balanced processing and (iv) internalized ethical viewpoint; as for the Organizational Culture Scale, it was made of such factors as (i) managerial and (ii) aim. In the study, in order to test the structural equation model formed theoretically, path analysis was conducted to investigate the appropriate models and to combine the measurement error in both latent and observed variables. The findings obtained demonstrated that the school principals' authentic leadership behaviors had positive effect on teachers' perceptions of school culture.

To meet the demands of knowledge economy, educational systems worldwide have developed many accountability mechanisms to hold the schools responsible for a standardized teaching and account-giving for the results. Henceforth, this research seeks to portray the accountability pressures on schools and school responses, and their variations between the groups of individual and institutional variables in Turkish context. A survey research design investigated the data obtained by the 'Accountability Pressures Scale' and 'Accountability Responses Scale' from the stratified sample of K-12 schools, in Kütahya, Turkey. It revealed that teachers feel very less pressure from school shareholders, school social environment and upper bureaucracy, and they feel responsible only to the upper bureaucracy and supervisors. The level of accountability relations variates between the subgroups of teacher characteristics such as school level, gender, position, union membership and education level of teachers have an impact on.

Initiatives to build research universities to have world-class universities, the creator and the disseminator of scientific knowledge in knowledge-based economies, are among the most important policy reactions in higher education systems. With an increase in demands on greater accountability, transparency, and efficiency, studies investigating the excellence initiatives of different countries are growing in number. However, the literature on the Research University Project of Turkey is still in the infancy stage. We, therefore, conducted a quasi-experimental study to evaluate the effect of research university project using six-year panel data between 2015 and 2020. Results from the difference-in-differences analysis showed that the research university initiative of Turkey was not successful in differentiating research universities from non-research universities even if the research universities have not lost the quantitative superiority over non-research universities. However, the result also revealed a possible spillover effect of the initiative on non-research universities by the policy intervention that may have created institutional competition and an isomorphic science production pattern to become a research university. [ABSTRACT FROM AUTHOR]

This study aims to create a map for the scientific publications in the field of educational sciences and teacher education in Turkey. A bibliometric analysis was carried out with 7681 articles published in 32 different peer reviewed journals between 2005 and 2014. The findings show that one third of all articles were published in core journals determined by Bradford's Law ("Hacettepe University Journal of Education," "Educational Sciences: Theory & Practice," "National Education," "Education and Science"). The distribution of articles across journals do not conform to Bradford's and Pareto's Law yet it conforms to Price's Law. It is found that 80 percent of articles are single or multiple-authored; the mean score of author per article is 1.81; and 97 authors have more than 10 articles. When the frequency of words in the titles are analyzed, the first most frequently used five words are: "teacher," "student," "education," "primary education," and "teaching."

The purpose of this study is to test the effect of educational leadership on some organizational variables using meta-analysis method. In this context, the results of independent researches were merged together and the hypotheses created within the scope of the study were tested. In order to determine the researches to be included in the study, first of all, a literature review was made in YOK, ULAKBIM, and Google Scholar databases. The findings of the researches, which have been conducted between the years 2000-2013, were included in the analysis; July 2013 has been set as the latest date. Using the developed scanning strategy, a total of 77 researches were reached and appropriate correlational data from these researches were included in the meta-analysis. The distribution of the researches according to topics is as follows: educational leadership and job satisfaction 14, organizational justice 9, organizational commitment 24, organizational trust 5, organizational citizenship 7, performance 5, organizational culture 4 and organizational climate 9. All meta-analysis are based on random effects model. The findings showed that educational leadership has large positive effects on job satisfaction [r = 0.56], organizational justice [r = 0.75], organizational commitment [r = 0.43], organizational trust [r = 0.73], organizational culture [r = 0.56] and organizational climate [r = 0.50], whereas it has medium positive effects on organizational citizenship [r = 0.35] and performance [r = 0.36].

In this study, the current rectors of 197 universities (127 public and 70 non-profit foundation universities) in Turkey were examined in terms of their sociodemographic characteristics, career development, and academic qualifications (the number of published articles and citations and H-index). The data were collected via a prosopograhical approach from the official websites of the universities and the presidents, as well as the Web of Science and Scopus databases. The findings suggest that the presidents may be classified into two groups based on their sociodemographic characteristics, career development, and academic qualifications. In the first group are those rectors who are dominantly male, are graduates of Turkish universities, and have lower academic qualifications in terms of the number of published articles, citations of their published works, and their H-index. The social media posts of the members of this group show intense loyalty and support to Turkey's governing ideology, and the academic performance of the universities managed by these rectors is poor. The second group of rectors is also male-dominant and is comprised of graduates of foreign universities. These individuals generally have backgrounds in engineering, medicine or administrative science, and higher academic qualifications in terms of the number of published articles, citations of their published works and their H-index. Their social media posts often include news related to students and their academic and scientific achievements. The academic performance of the universities managed by these rectors was also found to be high.

COVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students' general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

The purpose of this study is to reveal the factors that affect the identification of research problems in educational administration studies. The study was designed using the case study method. Criterion sampling was used to determine the work group; the criterion used to select the participants was that of having a study in the field of educational administration. Within this scope, the sample was composed of 29 people from various Turkish universities who have conducted studies in the field of educational administration. Content analysis was used to analyze the data collected via a semi-structured interview form. As a result of the content analysis, educational administration researchers' statements about the factors deemed effective in identifying research problems have been grouped under five main themes. These themes are as follows: (i) "criteria for identifying research problems," including the sub-themes of the nature of the problem, personal criteria, the literature and academic relationships; (ii) "resources for identifying research problems," including publications, the literature, academic shareholders, other disciplines, written/visual media and personal criteria sub-themes; (iii) "criteria for limiting the extent of research problems," including methodological criteria, personal criteria, the nature of the problem, the literature and academic stakeholders; (iv) "criteria for assessing research problems," including the nature of the problem, the literature, academic criteria and personal criteria; and (v) "theory-practice balance in research problems," including personal criteria, the nature of the problem, methodological criteria and the literature.

Problem Statement: The number of studies on the effect of educational leadership on several organizational outputs is increasing. The most popular topic to review within the framework of leadership is job satisfaction. In several studies, a positive correlation was found between leadership and job satisfaction. According to the two-factor theory of Herzberg (1966), the leadership approaches of leaders affect teachers' job satisfaction. This is due to the fact that the administrators are an important part of the work done at school; and they contribute to teachers' experiences in a positive or negative way. Purpose of the Study: The aim of this study is to test the effect of educational leadership on teachers' job satisfaction using the method of meta-analysis. Method: In order to define the type of research that needs to be included into the meta-analysis of this study, an in-depth search was made in the Council of Higher Education (YÖK), the Turkish National Academic Network and Information Center (ULAKBIM), and Google Scholar databases. In this phase, the research process was reduced to only certain keywords, titles, and abstracts, based on the terms "leadership," and only using "job satisfaction," "vocational satisfaction," and "work satisfaction." The latest date of research included in this study is January 2016. In using meta-analysis, all doctoral and post-graduate dissertations, articles published in refereed and non-refereed journals, seminars, notices, and books on the subject can be used. However, in this study, only doctoral and post-graduate dissertations and articles published in refereed and non-refereed journals were included in the analysis. The Pearson correlation coefficient (r) was determined to be the impact quantity in this study. A random effects model was applied in the meta-analysis processes in this study. Comprehensive Meta-Analysis software was used in these processes. Findings: The mean effect size of educational leadership on job satisfaction was found to be 0.53. This value indicates that educational leadership has a strong impact on job satisfaction. According to the results of the meta-analysis, transformational [r = 0.52], cultural [r = 0.59], visionary [r = 0.47], and educational [r = 0.60] leadership styles were found to have a strong effect on job satisfaction, and leadership style was found to have a moderate effect. Conclusion and Recommendations: According to the results of the meta-analysis, only the sampling region was determined to have a statistical significance among the determined moderator variables. The fact that only positive leadership styles and job satisfaction were covered by the study may have had an effect on the results obtained. So, future studies using meta-analysis can be designed to include negative leadership attitudes and outputs received from schools. In regard to organizational outputs, negative leadership approaches may occasionally offer better explanations than the positive leadership ones. Finally, this context should be considered, and studies designed to include leadership styles and other organizational outputs covering job satisfaction should be conducted with meta-analysis, as they would be likely to obtain more detailed information to explain related concepts.

The purpose of this study is to examine the flow of doctoral students who are also research assistants and in the dissertation process. The study was designed using the case study method. The case undertaken in the study was the dissertation process. Eleven participants were selected into the study using maximum variation sampling. Face-to-face, semi-structured interviews were conducted with the participants. Descriptive analysis was used to analyze the transcripts. The descriptive analysis of the data identified four main themes: (i) personal characteristics, including tackling challenges, sense of responsibility and planned work habits; (ii) interest in the field, including decision making about postgraduate education, satisfaction from postgraduate education, the fit between the doctoral field and the student's interests and skills, and academic goals; (iii) emotional attachment, including enjoyed stages of the dissertation process, feelings aroused by the dissertation, and concentration on the dissertation process; and (iv) living the flow.

In this meta-analysis study, different leadership approaches were combined, and the relationship between educational leadership and student achievement was analyzed. In the literature review, 151 research articles/dissertations, independent from one another, were brought together, and 131,498 study subjects were included in the sample group. The results of the analyses performed with a random effects model revealed that educational leadership has a medium-level effect on students' achievement. Educational leadership has comprehensive effect on student achievement in vertical-collectivist cultures (e.g., in Asian) than horizontal-individualistic cultures (e.g., in USA). As was expected, the most comprehensive effect among leadership theories was found in instructional leadership. Considering the effect of educational leadership on students' achievement, it is recommended to examine the effect of leadership on other components of school and stakeholders in future studies.

The purpose of this study was to test the effects of school bullying on school mindfulness and school academic performance through a structural equation model. The study was framed around the correlational design method; school bullying was taken as the independent variable and school mindfulness and school academic performance were used as the dependent variables. The study participants consisted of 156 high school teachers working in three of the schools selected from various school districts by means of the maximum variation sampling method. The data were collected via the School Bullying Scale (Tintorer, 2004), the School Mindfulness Scale (Hoy, Gage, & Tarter, 2006), and the average scores on the Higher Education Transition exam for each school. Path analysis was conducted to enable associating measurement errors in both latent and observed variables. Our study findings show that school bullying negatively affects school mindfulness and academic performance and that school mindfulness positively affects academic performance. In addition, the findings reveal that verbal bullying, consisting of behaviours such as harassing phone calls, taking someone's money or belongings by force, intimidating actions with violent threats, name calling, racist expressions and teasing, swearing, lying to others or insulting them, is more frequently observed than other bullying types.

The purpose of this study is to explain constructed theoretical models that organizational cynicism perceptions of primary school teachers affect school culture and academic achievement, by using structural equation modeling. With the assumption that there is a cause-effect relationship between three main variables, the study was constructed with a causal research design. The population of the study comprised 2447 primary school teachers working at 118 primary schools within the boundaries of the Eskisehir metropolitan area in the 2011-12 academic year. In order to determine the research sample, primary schools were stratified according to their locations in upper, middle, and lower socio-economic areas, five schools were selected for each stratum, and 291 primary school teachers working at a total of 15 schools were included in the study. The data for the study was gathered through the Organizational Cynicism Scale and School Culture Survey, adapted into the Turkish language, in addition to a utilization of schools' placement test scores in the 2010-11 academic year. The Organizational Cynicism Scale consists of (i) emotional, (ii) cognitive, and (iii) behavioral dimensions; the School Culture Survey includes (i) instructional communication, (ii) collaborative leadership, (iii) trust, (iv) unity of purpose, (v) teacher collaboration, and (vi) professional development dimensions. For testing theoretically constructed structural equation models, path analysis was used in order to investigate appropriate models, and to adjust measurement error in both latent and observed variables. The study results indicated that organizational cynicism affects school culture and academic achievement negatively while school culture has a positive effect on academic achievement.

The aim of this study was to define the level of quality and types of analytical errors for measurement instruments used [i.e., interview forms, achievement tests and scales] in doctoral dissertations produced in educational sciences in Turkey. The study was designed to determine the levels of factors concerning quality in research methods and the case study model was used. Theoretical universe for the study was 324 doctoral dissertations in educational sciences in Turkey from 2003 to 2007. Sampling group was consisted of 211 doctoral dissertations accessed through online in the National Thesis Center. In order to collect the data, an evaluation form was developed by the researcher and the data analysis method was epistemological document analysis. In the analysis process, frequencies, descriptive statistics, and typology analysis techniques were used. The findings indicate that the properties of measurement tools used in dissertations in educational sciences were absent and that the most common analytical mistake was the absence of validity.

Educational organizations in institutionalized environments may try to reflect a legitimate image of the environment in their internal structure. However, there may be loosely coupled relationship between anticipated legitimacy and the performed actions in the schools. Thus, that lack of congruence between rhetoric and the behaviors constitutes organizational hypocrisy in schools. The purpose of this article is to advance conceptual understanding of organizational hypocrisy in educational organizations and develop an empirical scale of organizational hypocrisy (OHS). Data from 503 teachers were collected from conducted interrelated studies. The studies that have been conducted to develop OHS validated the scale and demonstrated its utility in relation to organizational behaviors. Results suggested a 17 item, three-factor solution: (1) Keeping Words Into Practice, (2) Compliance Between Internal Structure and the Environment, and (3) Inconsistency in Practices. The OHS showed adequate internal consistency, was negatively related to organizational trust, and indicated predictive validity in association with organizational cynicism in schools. The article concludes with study limitations, practical implications, and future research directions.

The aim of this study is to test the spiritual leadership behaviors of school principles in a structural equation model. The study is designed to test causality with the assumption that causality exists between the two variables. In this study, spiritual leadership behavior of managers is treated as the independent variable whereas the organizational culture is the dependent variable in the model. Population of this research is 2447 primary school teachers who were working in 32 primary schools in Atasehir-Istanbul/Turkey. Sampling group consists of 359 voluntary teachers defined with (layer) cluster sampling method according to three income levels (high-mid-low). Data are collected in two scales which were originally developed by researcher. The Spiritual leadership scale consisted of two components and five subscales ("performance": commitment, vision, productive and "attendance": belonging, believe). The Organizational Culture Scale consisted of four subscales (managerial, social, value and aim). In order to test the structural equity model designed in the research, path coefficients and defined relations between implied and observed variables are used. Findings show that attendance highly affects performance and, in turn, performance affects school culture at the mid-level. It is suggested that the perception of spiritual leadership be improved in structural equation models in future studies.

The aim of this study was to develop a scale measuring attitudes toward strategic planning for primary and secondary school administrators. In the research, 498 school administrators (77 females, 421 males; 140 principles, 56 vice and 302 assistant administrators) consisted of the sampling group in three districts of Istanbul/Turkey according to the three different income levels. Study was completed at eight steps: (i) items were consisted, (ii) the study of content validation , (iii) the study of item-total point and item-remainder correlations, (iv) defining item-discrimination, (v) defining structure validation [(a) exploratory factor analysis, (b) confirmatory factor analysis (vi) defining Cronbach Alpha coefficient, (vii) correlations between sub-scales and (viii) the level of confidence was explained with the method of test retest. Item-total point and item-remainder correlations of the scale were found to be statistically significant. Item discrimination index was significant at the level of p less than 0.01 for all items and they were found significant for sub and top 27% group meanings. As a result of the exploratory factor analysis, it was observed that the scale had a five- factor structure. The subscales are named as (i) Organizational Development, (ii) Distrust, (iii) Productivity, (iv) Efficiency and (v) Resistance. Factor loadings of the sub-scales ranged from 0.41 to 0.87. Self value of scale was 20.33 and percent of variance explained was 58.11. Result of confirmatory factor analysis showed that the value of chi-square (X[superscript 2]) and level of statically meaningful were enough for model suggested. Cronbach alpha coefficients of subscales ranged from 0.72 to 0.94 and for the total scale, it was 0.82. The test-retest coefficients ranged from 0.70 to 0.87. Findings showed that the scale had high internal consistency and validity in measuring the attitudes of school administrators towards strategic planning.