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The purpose of this study was to explore the opinions of administrators about the effect of administrator replacement circulation in non-formal education institutions providing adult education on organizational culture. In this qualitative study, ten randomly selected administrators were interviewed using the convenience sampling method. The data were analyzed via the content analysis technique. As a result of the research, most managers think that the institutions providing adult education should be subjected to a different management appointment system than other institutions. While some managers find the organizational change circulation necessary and important for organizational culture, and the preservation and development of the existing culture, some managers stated that changes negatively affect the organizational culture structure. Although there are some differences in opinions among the managers, all managers agree on the importance and provision of the organizational culture in terms of a healthy system functioning in such institutions.

The purpose of this study is to reveal the relationship between effective school characteristics and effective leadership qualities from the perspective of a group of teachers in Antalya, Turkey, who were selected based on the demographic diversity of the population. The questionnaires “Qualifications of Effective Leaders Questionnaire” and “Effective School Characteristics Inventory” were used to collect data for the study. The data were collected from 560 school teachers working in the five central provinces in Antalya. Spearman correlation analysis and Linear regression were used in the study analyses. Consequently, the findings showed that there is a positive and significant correlation between effective leadership qualities and effective school characteristics. The results of the linear regression analysis further demonstrate statistically significant correlations. Specifically, there is a significant correlation between being democratic and tolerant, and limited learning obstacles. Additionally, a significant correlation exists between communication, excitement, and the dimensions of flexible resources, as well as focusing on basic skills. Lastly, there is a significant correlation between communication, excitement, vision, and monitoring students’ progress within effective schools.

The present study examined administrators' views on the working status, contributions to the education process, performance status, and employment processes of the school auxiliary staff. The research was conducted in a holistic multiple-case study design, one of the qualitative research methods. The study group consisted of 22 school administrators who work in various K12 school settings in the central districts of a city in Turkey and voluntarily participated in the study. A maximum diversity sampling strategy, one of the purposeful sampling techniques, was employed in sample selection. The study's data were obtained using a semistructured interview conducted by the researchers. An inductive content analysis technique was utilized to analyze the data, and the results were interpreted accordingly. The study's findings revealed that administrators felt that their role is a very insignificant position in the recruitment of auxiliaries, the auxiliary staff has direct and indirect contributions to the education process, and they cause some unfavorable circumstances in some cases. In addition, it was found that school administrators think that the auxiliary staff could be efficient when employed through temporary recruitment procedures and if they have an active role in their recruitment.

The purpose of the present study is to figure out the perceptions of pre-service teachers on the characteristics of ethical teacher and feasibility of Professional Ethics course that offered in a teacher certificate program. The study adopted an exploratory qualitative research design to explore the perceptions of the participants in depth. The participants of the study were 15 volunteer pre-service teachers who were selected with the convenience sampling technique. The data were gathered through semi structured one-to-one interviews and descriptively analyzed by means of content analysis technique. The analysis of the data revealed that participants perceived the teachers as ethical when they maintain professional relationships and do not discriminate students, demonstrate respect for diversity, maintain fairness and promote equality, act with honesty, integrity and fairness, take responsibility for maintaining the quality of their professional practice, maintain an up to date knowledge, work in a collegiate and cooperative manner with colleagues and other professionals and act obedient to law and regulations. Additionally, findings revealed that professional ethic course enable participants to gain awareness on ethical codes of teaching profession, able to identify ethical and unethical behaviors as well as increase their willingness to act in line with the codes of teaching professional ethics.