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This research aims to identify the views and reflections of teachers working in project schools on the meaning and impact of the projects carried out in Turkish schools. The research was designed in the case study model. The data of the research were collected through semi-structured interviews with 10 teachers working in project schools in Muğla. The interviews were evaluated under the themes of "the underlying meanings of projects", "the reasons for teachers to involve in projects", "the effects of projects on teachers" and "the effects of projects on students". According to the research results, the participants defined projects as works that focus on quantity rather than quality, as works only for display, as incompatible with the education system, as a discredited concept, and as drudgery. The participants stated that the teachers participated in the projects due to the pressure from the school principals and central education system as well as aiming to put forth useful work, execute the task perfunctorily, and gain an advantage. In addition, the participants expressed that the projects carried out in schools have positive effects for teachers such as increasing job satisfaction, providing personal development opportunities and enabling collaboration with colleagues, as well as negative effects such as burnout, waste of time, inefficiency and not contributing to professional development. Finally, the participants asserted that while the projects provided positive effects for students such as socialization, motivation, self-confidence, and teamwork, they had negative effects such as not supporting academic success, disruption of lessons, boredom, and incorrect learning of science.

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Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Religious Education Studies / Türkiye Din Eğitimi Araştırmaları Dergisi is the property of Turkish Journal of Religious Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to determine the effective school characteristics of project schools. It has been tried to determine whether the structural and administrative characteristics of the project schools make a difference compared to other schools and whether they create effective schools. The research was conducted according to the quantitative research method. Although the teachers in the research have the same characteristics in terms of their professional qualifications and personal rights, the type of school in which they work is differentiated within the scope of the project. In this way, it was possible to make comparisons between schools. The research was conducted in 2019 with 603 teachers working in 24 schools, 15 of which are in the scope of the project and 9 of them are not in the project. The Effective School Scale prepared by Balcı was used. According to the results of the research, it was seen that project schools were more effective in terms of all dimensions of effective school features than schools non-project. The project schools is considered to be fully effective tarafından by teachers in all factors dimensions: schools, administrators, teachers, the school environment, students andd parents. It is seen that the project schools are perceived by the participants as more effective schools with their educational facilities, physical infrastructure facilities, rich educational tools and the opportunity to make lessons with smaller groups. It can be said that working time in project schools is limited to eight years, which increases the effectiveness of these schools. In particular, the principal's authority to establish his / her own team, good school image, professional development opportunities and diversity of programs have been identified as the elements that make these schools more effective. As a result, it has been determined that the structural and administrative characteristics of the project schools play an important role in gaining effective school features of these schools. [ABSTRACT FROM AUTHOR]

Copyright of Educational Administration: Theory & Practice is the property of Educational Administration: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)