Journal of Management and Educational Sciences
Dergi Hakkında Merhaba... JMEDUSCI, Yönetim ve Eğitim Bilimleri Dergisi'dir. Dergi ilk sayısını 2022 yılında yılda dört kez (Mart, Haziran, Eylül, Aralık) yayınlanan ulusal hakemli bir dergi olarak yayımlamıştır. JMEDUSCI Yönetim ve Eğitim Bilimleri Dergisi, Türkiye'den ve tüm dünyadan yönetim ve eğitim bilimlerinin her alanında özgün, yayınlanmamış, yayınlanmamış makale ve derlemeleri bilim dünyasına sunmak amacıyla kurulmuştur. JMEDUSCI Yönetim ve Eğitim Bilimleri Dergisi'ne gönderilen makaleler daha sonra benzerlik açısından kontrol edilir. Benzerlik kontrolü İntihal.net veya Turnitin programı ile yapılır, benzerlik oranı %20'yi geçmemelidir. Arama sonucunda makalenin benzerlik indeksi (SI) %20'nin üzerinde ise makale ilgili yazar(lar)a geri gönderilerek SI'sının %20'nin altına düşürülmesi sağlanır. Gerekli düzeltmelerin yapılmaması halinde makale reddedilir. Yazarlar dergimize yayınlanmak üzere gönderdikleri eserlerin telif haklarını JMEDUSCI Yönetim ve Eğitim Bilimleri Dergisi'ne devretmiş sayılırlar. Yazarların değerlendirmeleri dergimizin resmi görüşü olarak kabul edilemez. Çalışmaların tüm sorumlulukları yazarlara aittir. Araştırma ürünleri için etik kurul raporu isteniyorsa, bu raporun çalışma üzerine alındığı belirtilmeli ve kurul raporu sisteme kaydedilmelidir. Araştırmayla ilgili intihal, atıf manipülasyonu, sahte veri üretimi vb. Suistimaller tespit edilirse yayın ve etik ilkelere uyulur. Bu durumda eserin yayımlanmasını engellemek, yayından kaldırmak veya başka eylemlerde bulunmak için gerekli prosedürler izlenir. 2023 bahar döneminden itibaren makaleler uluslararası yazar kimlik numarası ORCID ile yayınlanacaktır. Dergi ekibi, dergimizin ulusal ve uluslararası indeksler tarafından taranan bir dergi olması için gayretle çalışmaktadır. Dergimize gösterilen ilgi bizi bu yönde cesaretlendirecektir. Odak ve Kapsam JMEDUSCI, Yönetim ve Eğitim Bilimleri Dergisi'dir. Dergide; Yönetim, örgütsel davranış, yönetsel davranış, eğitim ve alt dalları, okul yönetimi alanlarında özgün araştırmalar değerlendirilmektedir. Refereeing Policy Articles are evaluated by at least two independent reviewers using a double-blind peer review method. The average evaluation period ranges from 4 to 6 weeks.
Adaptation of the Pedagogical Leadership Scale into Turkish: A Study of Validity and Reliability
The purpose of this study is to examine the validity and reliability of the Turkish adaptation of the Pedagogical Leadership Scale developed by Berhanu (2024). The original scale addresses pedagogical leadership through four sub-dimensions—social, professional, intellectual, and academic capital—and 32 items. The research was conducted within the scope of the survey model, one of the quantitative research designs; the study group consisted of 396 teachers working in different provinces of Turkey. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied to test the construct validity of the scale. Based on the CFA results, it was decided to remove two items (items 6 and 10) from the social capital dimension due to their low factor loadings and insufficient discriminant properties; it was determined that the scale was transformed into a structure consisting of three sub-dimensions and 30 items. The resulting three-factor structure was tested using CFA, and it was found that both the first-order and second-order models had acceptable and excellent fit indices. In the adapted scale, the Social Capital dimension measures the headteacher's pedagogical leadership behaviours in establishing trust-based relationships, strengthening collaboration, and creating a participatory school culture; the Collective Professional Capital dimension measures teachers' participation in shared professional learning processes, joint decision-making on teaching matters, sharing professional judgements, and developing collective teaching capacity; while the Academic Practice Capital dimension measures pedagogical practices that directly reflect learning-teaching processes, such as teaching methods, assessment approaches, collaborative learning, real-life connections, and knowledge structuring. The scale as a whole aims to reveal the extent to which school principals support teaching and learning processes in a systematic, practical and sustainable manner. As a result of reliability analyses, Cronbach's alpha coefficients for the scale as a whole and its sub-dimensions were found to be high. The findings indicate that the Pedagogical Leadership Scale is a valid and reliable measurement tool in the context of the Turkish education system and can be used in research in the field of educational management.
Copyright (c) 2026 Journal of Management and Educational Sciences https://creativecommons.org/licenses/by/4.0
The Level of School Administrators' Communication Skills Predicting Teachers' Psychological Well-Being: An Examination in the Context of School Climate
The purpose of this study is to examine the relationships between school administrators' communication skills, school climate, and teachers' psychological well-being levels according to teachers' perceptions, and to determine the extent to which administrators' communication skills and school climate predict teachers' psychological well-being. The research was designed as a correlational survey model. The sample of the study consisted of 261 teachers working in vocational high schools in the Altındağ district of Ankara. The Communication Skills Scale, Psychological Well-Being Scale, and School Climate Scale were used as data collection tools. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson's moment correlation analysis, and multiple linear regression analysis techniques were used in the analysis of the data. The research findings show that there is a positive and significant relationship between school administrators' communication skills and teachers' psychological well-being; however, there is a negative and significant relationship between perceptions of school climate and psychological well-being. According to the results of the multiple linear regression analysis, when administrators' communication skills and school climate are considered together, they significantly predict teachers' levels of psychological well-being. When examining the regression coefficients, it was determined that the strongest variable in predicting teachers' psychological well-being was administrators' communication skills. The results obtained reveal that managerial communication and the organizational context of the school play a critical role in enhancing teachers' psychological well-being.
The Role of Organizational Commitment in Predicting Organizational Presenteeism Behaviors: A Study on Vocational High School Teachers
The purpose of this study is to examine the predictive role of vocational high school teachers' levels of organizational commitment on their organizational presenteeism behaviors. The study was conducted on 295 teachers working in vocational high schools located in the Altındağ and Beypazarı districts of Ankara province. A correlational survey model was used in the study. The Organizational Commitment Scale (emotional, continuance, and normative commitment sub-dimensions) and the Organizational Presenteeism Scale (individual, organizational, and environmental presenteeism sub-dimensions) were used as data collection tools. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression analysis were applied to analyze the obtained data. The findings showed that organizational commitment did not predict organizational presenteeism behaviors at a significant level overall. However, it was determined that normative commitment had a positive and significant effect on individual presenteeism, while continuance commitment predicted the organizational presenteeism sub-dimension in a negative direction. No significant predictive effect was found for the other sub-dimensions. The research results show that presenteeism behaviors among teachers cannot be explained solely by organizational commitment; these behaviors emerge from the interaction of individual, organizational, and environmental factors. Accordingly, it is recommended that holistic approaches prioritizing teachers' health and working conditions be developed.
Copyright (c) 2025 Journal of Management and Educational Sciences https://creativecommons.org/licenses/by/4.0
The Effect of Teachers' Job Satisfaction Levels on Organizational Presenteeism
The purpose of this study is to examine the effect of teachers' job satisfaction levels on organizational presenteeism. The research was conducted on a total of 327 teachers working in the provinces of Izmir, Antalya, and Şanlıurfa during the 2024–2025 academic year. A correlational survey model, one of the quantitative research methods, was used in the study. The Socio-Demographic Information Form, Job Satisfaction Survey, and Organizational Presenteeism Scale were used as data collection tools. The data obtained were analyzed using the SPSS 25.0 software package; descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation, and multiple linear regression analyses were applied. According to the research findings, teachers' levels of organizational presenteeism were found to be moderate, while their levels of job satisfaction were relatively high. No significant differences were found in job satisfaction and organizational presenteeism scores based on gender, marital status, and education level variables. In contrast, significant differences were found in organizational presenteeism levels based on age and professional experience variables. Regression analysis results showed that some sub-dimensions of job satisfaction (particularly salary, benefits, and coworkers) were significant predictors of organizational presenteeism. However, a low and statistically insignificant relationship was found between overall job satisfaction and organizational presenteeism. In conclusion, it was found that organizational presenteeism behaviors, which limit teachers' functional performance despite their physical presence in schools, are particularly related to working conditions and perceptions of organizational support. In this context, it is considered that institutional improvements aimed at increasing teachers' job satisfaction may be effective in reducing presenteeism behaviors.
Examining the Relationship Between School Principals' Job Satisfaction and Burnout Levels
The purpose of this study is to examine the relationships between school principals' job satisfaction levels and their burnout levels (emotional exhaustion, depersonalization, and personal accomplishment). The study was conducted on a total of 109 school principals working in the Mamak and Altındağ districts of Ankara province and the Süleymanpaşa district of Tekirdağ province. The study was designed based on the correlational survey model, one of the quantitative research methods. The Job Satisfaction Scale and the Maslach Burnout Inventory were used as data collection tools in the study. The data obtained were analyzed using the SPSS 25.0 statistical package program. Descriptive statistics, normality tests, the t-test for independent samples, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression analysis techniques were used in the analysis process. The research findings revealed that there were significant and negative relationships between school principals' job satisfaction and burnout levels. It was determined that job satisfaction, particularly in terms of salary, supervision, and internal communication, significantly predicted emotional exhaustion and depersonalization levels. In addition, it was found that the working conditions and rewards sub-dimension positively affected school principals' perceptions of personal success. In terms of demographic variables, no significant difference was found based on gender; however, significant differences were found in some job satisfaction and burnout sub-dimensions based on age and type of school. In conclusion, the research findings show that increasing school principals' job satisfaction plays an important role in reducing their burnout levels. In this context, it is recommended that organizational arrangements supporting the psychological well-being of managers in educational institutions be developed.
Examining the Effect of Post-Traumatic Stress Disorder on Adolescent Resilience and School Burnout in Adolescents in the Earthquake Zone
The purpose of this study is to examine the effects of post-traumatic stress disorder on adolescent delinquency and school burnout in adolescents in earthquake-affected areas. The sample of the study consists of 312 adolescents who experienced an earthquake and are enrolled in secondary education institutions. Data were collected using quantitative research methods. Findings showed that PTSD-TÖ scores did not have a significant effect on school burnout (p > .05). However, a low level of positive correlation was found between adolescents' stress reactions and school burnout. Therefore, it can be said that post-traumatic stress alone is not a determinant of school burnout, but that there is a weak relationship between the two variables. On the other hand, a significant and positive effect of PTSD-TÖ scores on adolescent delinquency was found (β = .121, p < .05). This finding reveals that adolescents who exhibit higher stress responses after an earthquake tend to show an increase in rebellious behavior. Furthermore, a moderate and positive relationship was found between school burnout and adolescent rebelliousness. When examined in terms of demographic variables, partial differences were determined according to gender and age groups. In conclusion, the research findings show that post-earthquake stress responses in adolescents have a significant effect, particularly on defiant behavior, and are only moderately related to school burnout. These results indicate that post-disaster psychosocial support programs should focus not only on academic motivation but also on behavioral adjustment in adolescents.
A Study to Develop a Valid and Reliable Scale for Measuring the Contribution of Managerial Screens to Hospital Performance: YEPKÖ
The purpose of this study is to develop a valid and reliable measurement tool to assess the contribution of executive dashboard screens used within hospital information management systems (HIMS) to hospital performance. The research was conducted using a quantitative research approach with a correlational survey model. The population of the study consisted of hospital administrators working in public hospitals operating in the Anatolian side of Istanbul; the sample consisted of 131 administrators who participated in the research on a voluntary basis. The scale development process was carried out systematically based on literature review, expert opinions, pilot application, and statistical analyses. According to the results of Exploratory Factor Analysis (EFA), the scale exhibited a structure consisting of a total of 35 items and five sub-dimensions. This structure was tested using Confirmatory Factor Analysis (CFA), and it was determined that the five-factor model had acceptable and strong fit indices (CFI = 0.96; NNFI = 0.95; NFI = 0.93; RMSEA = 0.10). The internal consistency of the scale was assessed using Cronbach's Alpha coefficient and was calculated as α = .97 for the total scale. The findings show that the Managerial Screen Performance Contribution Scale (MSPCS) is a valid and reliable tool for measuring the impact of digital management screens that contribute to hospital managers' clinical, managerial, financial, and strategic decision-making processes on performance. The scale is considered suitable for use in academic research in the field of healthcare management and in practice-oriented performance evaluation studies.
Demand Analysis for Water Sports on Lake Eğirdir and Winter Sports at Davraz Ski Center within the Scope of Recreational Sports Tourism
The purpose of this study is to examine the demand dynamics for water sports on Lake Eğirdir and winter sports at Davraz Ski Center within the scope of recreational sports tourism from a multi-stakeholder perspective. The study comprehensively addresses the dimensions that influence sports tourism demand, including capacity and season management, safety, pricing and packaging, events and collaborations, environmental sustainability, marketing, and data-driven decision-making. The research was designed using a qualitative research approach and employed a multi-site case study design. The study group consisted of representatives from the municipality and provincial tourism directorate, facility operators, sports clubs and coaches, tourist guides, and civil society organization representatives. Data were collected using a semi-structured interview guide consisting of a core and modular structure and analyzed using thematic and content analysis methods. The research findings reveal that the demand for sports tourism is highly seasonal and dependent on climatic conditions, and that the short season at Davraz Ski Center limits the sustainability of demand. While capacity overload and congestion problems occur during peak periods, demand remains low during shoulder seasons. It was determined that security measures are provided at a basic level, but crisis management and coordination between stakeholders need to be strengthened. The fact that pricing processes are largely determined by public institutions and federations limits dynamic pricing and targeted packaging applications. Although races, festivals, and sports camps have a strong demand-boosting effect, it has been observed that these events are not planned within a sustainable calendar. It has been determined that environmental sustainability practices are not standardized and are not systematically communicated to visitors. While social media and influencer-based promotion stand out in marketing activities, data-driven decision-making and CRM applications have been found to be limited. Consequently, it was concluded that in order to increase demand in a sustainable manner in the sports tourism destinations of Eğirdir and Davraz, short-term pricing and campaign applications must be integrated with medium and long-term infrastructure investments, a four-season sports tourism vision, and a data-driven, multi-stakeholder management approach.
Effect of Foam Roller Exercises on People with Chronic Non-Specific Low Back Pain
The aim of this study is to investigate the effects of the CRSG exercise technique, which will be applied to people with chronic low back pain lasting at least six months, on pain, flexibility, balance, mobility and daily activities. The universe of the study consists of individuals with long-term low back pain problems between 2022-2023. The foam roller group (CRSG) and the home exercise group (EEG) are the two groups of the study. Individuals aged between 40 and 70 years, who had non-specific low back pain lasting more than 4 months, who were not included in an active exercise program, who did not have neurological deficits such as abnormal sensation, loss of muscle strength or loss of reflexes in the lower extremity and who did not have any indications for surgery were included in the study. The program in each group lasted eight weeks, three days a week and thirty minutes a day. The sessions in both groups consisted of three different parts: warm-up, main exercise and cool-down. The initial exercise part lasted forty minutes. The exercises in the program first consist of breathing and warm-up exercises. As a result of the study, it was found that there was no significant difference between the groups participating in the study in terms of pain, quality of life and physical functions (p>0.05). The foam roller group showed a significant difference in some parameters of the post-tests of both groups in terms of getting out of bed, driving, shopping, running, walking, general health status and pain intensity (p<0.05). There was a significant difference between the two groups in the parameters of CRSG in terms of walking long distances, pain intensity, general health status and feeling calmer and more peaceful (p<0.05). The results generally showed that foam roller exercises have a greater treatment effect than other types of exercises for people with low back pain (LBP).
Academic Studies on the Use of Turkish Music Elements in Piano Education in Turkey (2015–2025): A Systematic Review
This research aims to systematically examine academic studies conducted between 2015 and 2025 on the use of Turkish music elements in piano education in Turkey. Within the scope of the study, theses and articles on the use of makam, usûl, irregular rhythm, modal melody, folk songs, and regional motifs for educational purposes in piano education were evaluated. The research was conducted using descriptive content analysis and systematic literature review methods; the data obtained were analysed using a qualitative meta-synthesis approach. The studies examined were coded in terms of the type of Turkish music element, form of use, level of education, methodological characteristics, and pedagogical contributions; they were then classified and evaluated under a thematic structure. The findings indicate that Turkish music elements are becoming increasingly visible in piano education, with a particular focus on studies related to folk song adaptations, irregular rhythm exercises, and the transfer of modal structures to the piano. Most studies have found that Turkish music materials increase student motivation, contribute to rhythmic and technical development, and foster cultural awareness. However, the limited sample size of the studies, the low methodological diversity, and the scarcity of experimental studies focused on application have been identified as significant shortcomings. In conclusion, the integration of Turkish music elements into piano education has been seen to make meaningful contributions to both the technical and cultural development of students. However, to develop the field more comprehensively, it is recommended that experimental studies on applicability at different levels of education be increased, large-sample studies be conducted, and pedagogical models be developed for transferring modal structures to the piano.
An Investigation of Secondary School Students' Participation Levels in Recreational Activities and Their Attitudes Towards Physical Education Classes: The Case of Sultangazi
The purpose of this study is to examine the relationship between secondary school students' levels of participation in recreational activities and their attitudes towards physical education classes. The survey model, one of the quantitative research methods, was used. The sample of the study consisted of 610 high school students (383 female, 227 male) studying in the Sultangazi district of Istanbul. Data were collected using the ‘Short Form of the Leisure Attitude Scale (SZTÖ-KF)’ and the ‘Physical Education Class Attitude Scale’. Descriptive statistics, t-tests, ANOVA, and multiple regression analyses were used to analyse the data. Findings indicate that students' attitudes towards free time and physical education classes are generally high. Significant differences were found based on gender and age variables; male students scored higher on all sub-dimensions, and attitude levels decreased with age. Furthermore, it was observed that the cognitive, affective, and behavioural dimensions of leisure time attitudes significantly predicted attitudes towards physical education classes. Consequently, it can be stated that participation in recreational activities strengthens students' positive attitudes towards physical education classes and plays an important role in fostering lasting habits towards physical activity.
Adaptation of the Teacher Activity Scale for Promoting Physical Activity in the Classroom into Turkish: A Study of Validity and Reliability
The purpose of this study is to adapt the ‘Teacher Activity Scale for Promoting Physical Activity in the Classroom’ developed by Centeio and colleagues (2022) into Turkish and to conduct validity and reliability analyses. The sample of the study consisted of 410 classroom teachers working in different regions of Turkey. The translation-back translation method was applied during the adaptation process of the scale, expert opinion was obtained, and a pilot study was conducted. As a result of Exploratory Factor Analysis (EFA), a three-factor structure (student barriers, institutional barriers, educational barriers) was obtained for the scale. Confirmatory Factor Analysis (CFA) validated this structure, showing excellent fit indices (χ²/df = 1.03; RMSEA = 0.008; CFI = 0.98; TLI = 0.97). The Cronbach's alpha values of the scale ranged from .77 to .90, indicating a high level of reliability. This scale aims to measure primary school teachers' self-efficacy regarding their confidence in providing physical activity during the school day. The findings indicate that the scale is a valid and reliable measurement tool in Turkish culture and contributes to determining teachers' competence in integrating physical activity.
Adaptation of the Scale for School Principals' Role in Promoting Sports Activities into Turkish: Validity and Reliability Study
The purpose of this study is to adapt the Scale of School Principals' Roles in Promoting Sports Activities into Turkish and to conduct validity and reliability studies. The research was conducted with 380 physical education teachers working across Turkey. The linguistic equivalence of the scale was ensured through the translation-back translation method and expert opinions. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used in the analysis of the data, and reliability was tested using Cronbach's alpha, composite reliability (CR) and item-total correlations. The findings confirmed the four-dimensional structure of the scale (planning, management, implementation and encouragement/reward). Factor loadings ranged from .639 to .802, with a total variance explained of 58.65%. CFA fit indices (χ²/df = 1.11, RMSEA = 0.014, CFI = 0.98, TLI = 0.96) indicated that the model fit well. Consequently, the Turkish version of the scale was evaluated as a valid and reliable measurement tool. The study provides a comprehensive tool that can be used to measure the roles of school principals in planning, managing, implementing, and encouraging sporting activities.
An Analysis of the 2024 Primary School Turkish Language Curriculum Comprehension Attainments in Terms of 21st Century Skills
In this study, the comprehension skills (listening/viewing and reading) included in the Turkish Language Curriculum for Primary Schools, which was developed within the scope of the Century of Türkiye Education Model, implemented by the Ministry of National Education of the Republic of Türkiye in 2024, were examined in terms of 21st-century skills. The research was conducted using the document analysis method, one of the qualitative research designs, and the data were obtained from the official documents of the Century of Türkiye Education Model Primary School Turkish Curriculum. The data were analyzed through content analysis. Based on the findings, it was observed that comprehension attainments prominently incorporated skills such as critical thinking, problem-solving, self-management, and information literacy. However, contemporary skills such as digital literacy, data literacy, and media literacy were found to be limited at the lower grade levels and were primarily supported through learning experiences in the higher grades. The study reveals that the attainments in the Turkish Language Curriculum are largely integrated with 21st-century skills in the comprehension processes; however, it also indicates a need for content and structural improvements concerning certain contemporary skills.
Sports Businesses In The Era Of Technologıcal Change/Digitalization: The Effect Of Socıal Capital On Organizational Change
The purpose of this study is to examine the effect of the social capital levels of employees working at the Istanbul Metropolitan Municipality (İBB) on their perceptions of organisational change. The research was conducted within the framework of a correlational survey model based on a quantitative research approach. The study group consisted of a total of N=300 employees working in different units within the İBB. The study group was determined using convenience sampling, one of the purposive sampling methods, and individuals of different ages, seniority and education levels were selected to ensure participant diversity. The Social Capital Scale, consisting of two sub-dimensions (relational and cognitive) based on the theoretical framework of Nahapiet and Ghoshal (1998), and the Organisational Change Scale adapted from Vakola and Nikolaou (2005) were used as data collection tools. The construct validity of the scales was tested using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA); factor loadings were above .50, and goodness-of-fit indices (CFI=.99, GFI=.96, RMSEA=.071) were found to be acceptable. The reliability of the scales was assessed using Cronbach's alpha coefficients, and values above .80 were obtained for all subscales. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. The findings indicate positive and significant relationships between both relational and cognitive social capital and organisational change (r=.55 and r=.61, p<.01). According to the regression analysis results, social capital variables explain 52% of the variance in the perception of organisational change, with cognitive social capital being the strongest predictor of organisational change (β=.414, p<.001). The research findings reveal that social capital is a critical factor that facilitates the adaptation of Istanbul Metropolitan Municipality employees to change processes and supports change. At the conclusion of the study, it is recommended that municipal managers and human resources departments design programmes to strengthen social capital, that policymakers develop regulations that support employee commitment and a climate of trust, and that researchers conduct comparative and longitudinal studies in different municipalities.
Security Gap in Education: A Qualitative Study in Primary, Secondary, and Vocational High Schools
This study examines the causes of workplace accidents occurring in educational institutions, how these accidents are perceived by school stakeholders (teachers, administrators, support staff), and proposed solutions to address them. The research was conducted with a total of 30 education staff members working in primary schools in Samsun, middle schools in Malatya, and vocational high schools in Ankara. Semi-structured interviews with the participants were evaluated through content analysis, and the findings were presented using a theme-category-code structure. According to the results, work accidents in primary schools are mostly caused by student behavior and physical infrastructure deficiencies. In middle schools, student carelessness, narrow classroom spaces, and lack of supervision stand out, while in vocational high schools, accidents are generally more dangerous and severe in nature, related to the use of technical equipment, contact with chemical substances, and the nature of practical education. Significant differences were observed in participants' perceptions of work accidents; while some teachers considered accidents to be inevitable and normal, others emphasized their preventability. It was determined that occupational health and safety awareness has not been fully established at the institutional level in all school types. The study suggests recommendations for developing a safety culture in educational institutions, increasing systematic safety training for students and staff, addressing physical infrastructure deficiencies, and clarifying the definition of workplace accidents.
The Effect of Teachers' Perceptions of School Climate on Classroom Management Styles
The purpose of this study is to examine the effect of teachers' perceptions of school climate on the classroom management styles they adopt. The research was conducted within the framework of a correlational survey model. The study group consisted of a total of 309 teachers working in various schools during the 2023-2024 academic year. Data were collected using the “School Climate Scale” and the “Classroom Management Styles Scale.” The data were analyzed using t-tests, one-way analysis of variance (ANOVA), and Pearson correlation analysis. According to the research findings, teachers most frequently adopted authoritarian and indifferent classroom management styles; however, they generally perceived the school climate as positive. Significant differences were found in classroom management and school climate perceptions based on demographic variables such as gender, age, marital status, education level, and years of experience. Additionally, weak but significant relationships were found between school climate sub-dimensions and classroom management styles. Components of school climate such as democracy, leadership, and success factors support positive classroom management approaches.
The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles
The purpose of this study is to examine the relationship between teachers' attitudes toward gamification and their classroom management styles. In this study, which employed the general survey model of quantitative research methods, data obtained from 260 teachers working during the 2023–2024 academic year were analyzed. The Gamification Attitude Scale and the Classroom Management Styles Scale were used as data collection tools. According to the research findings, teachers' attitudes toward gamification were generally found to be high, with particularly positive attitudes in the usage, acquisition, and design sub-dimensions. Significant differences were observed according to gender, marital status, age, education level, and years of experience. Male, married, experienced, and teachers with higher education levels were found to have higher gamification attitudes. In terms of classroom management styles, only free and uninterested styles were found to be significantly related to gamification. According to the correlation analysis, a moderate positive relationship was found between gamification attitudes and the uninterested classroom management style, while a low negative relationship was found between gamification attitudes and the authoritarian classroom management style. Based on the findings, it was concluded that there is a need for professional development programs aimed at improving teachers' gamification skills.
Examining the Effect of School Culture Perception on Teachers' Motivation and Student Achievement
The purpose of this study is to determine teachers' perceptions of school culture, their views on student achievement and learning, and their levels of motivation, and to examine whether these variables differ according to demographic variables such as gender, marital status, age, type of school, and professional experience. The study was conducted using quantitative research methods within the framework of a survey model. The study group consisted of 252 teachers working in different types of schools. The “School Culture Scale,” “Teachers' Views on Student Achievement and Learning Scale (ÖBÖY-ÖGÖ),” and “Teacher Motivation Scale” were used as data collection tools. Independent sample t-tests, one-way analysis of variance (ANOVA), and Pearson correlation coefficient calculations were performed to analyze the data. According to the research findings, perceptions of school culture differ significantly according to gender, with female teachers' perceptions being higher. While no significant difference was found according to marital status and age variables, significant differences were found in school culture, student achievement, and teacher motivation levels according to the type of school where the teachers worked and their professional experience. In particular, high school teachers were found to have lower scores on the scales in question. Correlation analyses revealed high-level positive and significant relationships between school culture and teacher motivation, and moderate-level positive and significant relationships between student achievement and teacher motivation. The research findings reveal that teachers' motivation and positive attitudes toward student learning achievement are related to a strong school culture, highlighting the importance of creating inclusive and supportive cultural structures in school environments.
Trends in Postgraduate Theses Written on Teacher Involvement
As educational reforms emerge worldwide, the role of teachers in such change efforts is increasingly being monitored. Teachers' capacity to make choices and implement actions to bring about change is often referred to as teacher agency. The need to examine teacher agency is increasingly recognized, particularly in contexts where new standardization and accountability plans reduce teachers' professional autonomy while increasing demands on their work. Teacher agency is increasingly recognized as an important quality of teachers in making meaningful changes in their lives and professional environments, starting with classroom teaching. In recent years, there has been a significant increase in the number of publications on teacher agency. However, the emerging literature also reveals differences in conceptualizations and empirical findings related to teacher agency. It has been observed that teachers implement their professional actions differently in educational contexts and even among teachers within the same context. In this study, theses written in the field of teacher agency in Turkey were examined. In this context, the aim of this research is to examine postgraduate theses written on teacher agency in the context of various variables.
Problems Experienced by School Administrators Working in Transport Schools and Proposed Solutions
This study aims to systematically examine the problems encountered by administrators in schools providing transportation services and to develop concrete solutions to these problems. Data was collected through semi-structured interviews with 12 administrators (school principals, deputy principals, and assistant principals) working in schools providing transportation-based education in Samsun Province. Five open-ended questions were posed to the school administrators, and the responses were analyzed using content analysis techniques. The research findings show that the organizational flaws in transportation-based education, lack of supervision, and problems in the tender processes create a heavy burden on school administrators. Transporting students from different grades with the same services extends waiting times and negatively affects the education process. In addition, assigning additional responsibilities such as service supervision to school administrators leads to inefficiency due to lack of competence. Other problems encountered in transportation-based education include insufficient parental involvement in education, economic inadequacies, and seasonal agricultural work, which negatively affect student attendance. As a result of the research, a series of recommendations were made to increase the effectiveness of transportation-based education. These include strengthening control mechanisms, making tender processes transparent and quality-oriented, planning alternative routes, and preventing school administrators from being assigned additional tasks. Additionally, awareness programs to increase parent participation and training programs for teachers and bus drivers are recommended. These findings raise awareness of the challenges faced in transportation-based education and contribute to the development of educational policies in this area.
An Investigation of Organizational Presenteeism Among Teachers
The purpose of this study is to determine the levels of organizational presenteeism (not being present at work) perceived by teachers and to examine whether these levels differ according to demographic variables. Conducted using quantitative research methods, this study was carried out with data obtained from a total of 174 teachers working in the central district of Adıyaman. Data collection involved the use of a personal information form and the Organizational Presenteeism Scale developed by Uslukaya, Demirtaş, and Alanoğlu (2022), which consists of three sub-dimensions. Data analysis included normality tests, independent samples t-test, ANOVA, and Pearson correlation analysis. The results of the study revealed that teachers' overall presenteeism levels were moderate, with environmental factors being perceived as higher than individual and organizational factors. No significant differences were found in presenteeism levels according to gender, marital status, and educational status variables; however, some significant differences were found in certain sub-dimensions according to age and professional experience variables. In particular, it was determined that teachers aged 31–40 and with 11–15 years of experience had higher presenteeism perceptions. Correlation analyses revealed significant positive relationships between the sub-dimensions. The research findings indicate that teachers' behavior of coming to work even when sick is shaped by various individual, organizational, and environmental factors in educational institutions. In this context, it was concluded that policies prioritizing teacher health should be established and workplace culture should be restructured in this direction.
The Effect of Play and Friendship on the Development of Life Skills in Home-Schooled Students with Special Needs
The purpose of this study is to examine the effect of play and friendship relationships on the acquisition of life skills by students with special needs within the scope of home education, based on the opinions of classroom teachers. This study, which was structured according to the phenomenology design of qualitative research designs, was conducted through semi-structured interviews with 14 special education teachers working in different provinces in the spring semester of 2025. The data were analyzed using content analysis, and themes, categories, and codes were created and evaluated based on the teachers' views. According to the research findings, home education offers important opportunities for individuals with special needs in terms of both academic and life skills; in particular, it supports the retention of learning through individualized teaching opportunities. It was observed that play and gamification techniques increase students' attention, motivation, and desire to learn, while also supporting their social-emotional development. However, it was noted that limited friendships constitute a disadvantage in terms of social interaction. The study also emphasized that active family participation in the process is a determining factor in the acquisition of life skills. In conclusion, it is recommended that game-based learning, family collaboration, and structures that provide opportunities for social interaction be developed to effectively impart life skills in home education.
The Effect of Couples' Communication Skills on Conflict Resolution Styles: A Case Study in Konya Province
This study aims to examine the impact of communication skills on conflict resolution styles among married individuals. Marital relationships are dynamic and complex structures in which individuals unite socially, emotionally, and economically. Conflicts are inevitable in this process, and communication skills play a pivotal role in managing them. The literature emphasizes that effective communication includes empathy, clear self-expression, and active listening, which contribute significantly to marital satisfaction. In this context, determining the effect of communication competence on conflict resolution styles is critical for enhancing family harmony and strengthening marital bonds. The study employs a relational survey model and was conducted with 426 married individuals residing in Konya, Turkey, selected through convenience sampling. Data were collected using a personal information form, the Communication Skills Scale (developed by Korkut-Owen & Demirbaş Çelik, 2017), and the Conflict Resolution Styles in Romantic Relationships Scale (developed by Özen, 2016). Data analysis was performed using SPSS 25, employing Pearson correlation and multiple linear regression techniques. Findings indicate a positive but low-level significant relationship between communication skills and conflict resolution styles, with a moderate correlation observed specifically between constructive resolution strategies and communication skills. Regression analysis reveals that communication skills have a limited predictive power on conflict resolution styles, with only the “willingness to communicate” sub-dimension approaching significance. These results suggest that conflict resolution cannot be explained solely by communication competence; other psychosocial variables such as personality traits, attachment styles, and marital duration also play a role. In conclusion, the findings highlight that developing effective communication skills supports the adoption of constructive behaviors in conflict resolution processes. The study underscores the importance of communication-focused interventions in marital counseling and family therapy and recommends further research in diverse sociocultural contexts to enhance generalizability.
An Investigation of Primary School Visual Arts Curriculum Teachers' Views on Literacy
The aim of this study is to examine in depth the views of classroom teachers regarding their literacy of the primary school visual arts curriculum. Teachers' competencies in understanding, implementing, and evaluating curricula directly influence the quality of education, especially in practice-based subjects such as art education. This research was conducted using the content analysis method, one of the qualitative research approaches. A semi-structured interview form developed in line with literature and expert opinions was used as the data collection tool. The data were collected through face-to-face interviews with 20 classroom teachers and analyzed accordingly. As a result of the analysis, teacher views were categorized under six main themes: perceptions of curriculum literacy, opinions on the visual arts curriculum, views on the objectives of the visual arts course, evaluations of the curriculum content, views on teaching and learning processes, and assessments of measurement and evaluation practices. According to the findings, teachers generally exhibit a positive attitude towards the visual arts curriculum and stated that they understand the fundamental goals and outcomes of the program and try to implement it in a way that supports students' artistic development. However, challenges such as time constraints, lack of materials, and assignments outside their field were identified as significant obstacles to effective classroom implementation. Teachers also emphasized the contribution of the course to fostering creative thinking, aesthetic sensitivity, and self-expression, but criticized the abstract nature of the content at certain grade levels, the insufficiency of lesson time, and the lack of clarity and applicability in assessment processes. These issues create uncertainties in implementation and hinder teachers' effectiveness. The findings reveal that teachers are not only practitioners but also professionals who can think critically, identify deficiencies, and offer constructive suggestions. Accordingly, it is recommended that in-service training programs be strengthened, curriculum literacy be enhanced through targeted efforts, and curricula be revised based on field feedback.
A Review of Theses on Mathematics Problem-Solving Skills in Primary Schools Prepared in Turkey Between 2012 and 2022
This study aims to examine master's theses on mathematics problem-solving skills in primary schools prepared in Turkey between 2012 and 2022. A total of 25 theses related to the subject were identified between 2012 and 2022. The document review method, one of the qualitative research methods, was used to examine the theses. The study group consists of master's and doctoral theses published nationally, which were identified by searching the YÖK National Thesis Center database using keywords such as “problem-solving skills, mathematics, elementary school” between 2012 and 2022. The introduction and theoretical background section of the study includes general explanations and definitions related to problem-solving skills. In the findings section of the research, the theses were analyzed according to the sub-objectives of the thesis, the year and type of thesis, the research method, model, data collection tools, and data analysis methods used in the theses, the province, grade level, and size of the working groups of the theses, and the subject headings and results of the theses. The final section includes the discussion, conclusions, and recommendations.
Examining the Relationship Between Teacher Autonomy Behaviors and Classroom Management Styles
The aim of this research is to examine the relationship between teacher autonomy and classroom management styles according to teachers' opinions. Relational screening model was used in the research. In the first finding of the research; classroom management styles and teacher autonomy levels are above average. As a result of the analysis; men's perceptions of classroom management styles were found to be higher than women. On the other hand, it was revealed that teacher autonomy perceptions did not change according to women and men. In the examination made according to age groups; it was found that the difference between teacher autonomy and the arithmetic means of age groups was statistically significant. Accordingly, it was concluded that the perception of teacher autonomy of the 31-40 age group was higher than the 41-50 age groups. The difference between the arithmetic means of classroom management styles and age groups was found to be statistically significant. Accordingly, it was concluded that the perception of classroom management styles of the 31-40 and 41-50 age groups was higher than the 20-30 age groups. On the other hand, it was revealed that teachers' perceptions of teacher autonomy and classroom management styles did not change according to being married or single. In the examination made according to educational status; It was found that the perception of autonomy of teachers with a master's degree was higher than that of teachers with a bachelor's degree. On the other hand, it was found that there was no difference in their perceptions of classroom management styles according to their educational background. In the examination made according to professional experience; the difference between the arithmetic means of teacher autonomy and professional experience groups was not found to be statistically significant. However, the difference between the arithmetic means of classroom management styles and professional experience groups was found to be statistically significant. Accordingly, it was concluded that the perception of classroom management styles of the group between the ages of 17-24 was higher than the groups between the ages of 1-8 years. On the other hand, the difference between the arithmetic means of the institution type groups where the perceptions of teacher autonomy and classroom management styles were applied was not found to be statistically significant. Finally, within the scope of the research, a significant, low-level and positive relationship was found between the general dimensions of teacher autonomy and classroom management styles, while teachers' perceptions of autonomy significantly predicted their perceptions of classroom management styles. In other words, a 100-unit increase in the dimension of teachers' autonomy increased their perceptions of classroom management styles by 23.7%.
Examining the Effect of Teachers’ Innovative Work Behaviors on Their Individual Job Performance
The aim of this study is to examine whether innovative work behaviors have an effect on individual performance according to teachers' opinions. The relational screening model was used in the study. As a result of the study; it was found that individual work performance and innovative work behavior levels were above average. According to teachers' perceptions; women's perceptions of supporting ideas were higher than men. However, no statistical difference was found between innovative work behaviors and individual work performance and age and professional experience groups. As a result of another study; a statistically significant difference was found between the idea generation and implementation sub-dimension of innovative work behaviors and educational status groups. In other words, it was found that the idea generation and implementation perceptions of master's and doctoral graduates were higher than undergraduate graduates. Similarly, a statistically significant difference was found between the general scale of innovative work behaviors and educational status groups. Accordingly, it was found that the general perceptions of master's graduates regarding idea innovative work behaviors were higher than undergraduate graduates. It was also found that the general perceptions of associate degree graduates regarding individual work performance were higher than undergraduate and graduate graduates. Another result; the perceptions of those who received innovation training in the idea generation and implementation, idea support and contextual sub-dimensions were higher than those who did not receive innovation training. Finally, a significant, moderate and positive relationship was found between the general dimensions of innovative work behaviors and individual work performance. In addition, teachers' perceptions of innovative work behaviors significantly predict individual work performance perceptions. Accordingly, it is understood that teachers' perceptions of the idea generation and implementation sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea generation and implementation sub-dimension by 34.7%. In addition, it is understood that teachers' perceptions of the idea support sub-dimension significantly positively predict individual work performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases their perceptions of the idea support sub-dimension by 11%.
Examining the Effect of Occupational Burnout on Job Satisfaction: An Application on Teachers
This study aimed to examine the relationship between teachers' job satisfaction and occupational burnout according to teachers' opinions. The relational screening model was used in the study. According to the research results; it was seen that teachers' job satisfaction was above average and their burnout levels were below average. While emotional exhaustion was the highest among the sub-dimensions of the Maslach burnout scale, desensitization was found to be the lowest. While intrinsic satisfaction was the highest among the sub-dimensions of the Minnesota job satisfaction scale, extrinsic satisfaction was found to be the lowest. In the examination made according to gender; while teachers' burnout perceptions did not differ according to women and men, men's job satisfaction perceptions were higher than women. In the examination made according to age; job satisfaction levels of teachers in the 20-30 and 41-50 age range were higher than the job satisfaction levels of teachers in the 31-40 age range. However, no significance was determined between the Maslach burnout scale and age groups. It was found that Maslach burnout and Minnesota job satisfaction perceptions did not change according to married-single and undergraduate and graduate education status. In the examination conducted according to professional experience, it was observed that the burnout perceptions of teachers with 21-30 years of seniority were higher than the job satisfaction levels of teachers with 11-20 years and 31 and above years of seniority. However, no significance was found between the professional experience groups of the Minnesota job satisfaction scale. In the examination conducted according to the satisfaction they felt about working in the field of education; according to the teachers' perceptions, the perceptions of those who were not satisfied in terms of Maslach burnout perceptions were higher than those who were satisfied. In Minnesota job satisfaction perceptions, the perceptions of those who were satisfied were higher than those who were not satisfied. According to the teachers' perceptions, no difference was found in Minnesota job satisfaction perceptions according to the status of choosing their profession willingly. However, there was a difference in Maslach burnout perceptions according to the status of choosing their profession willingly. This difference was in favor of those who did not choose their profession willingly. In the Maslach burnout perceptions of teachers, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In Minnesota job satisfaction perceptions, the perceptions of those who did not consider resigning from their jobs were found to be higher than those who considered. In the study, a moderate negative relationship was found between the general dimensions of teachers' Minnesota Job Satisfaction and Maslach Burnout. It was also understood that teachers' Maslach burnout perceptions negatively predicted their Minnesota job satisfaction perceptions significantly. In other words, a 100-unit increase in the Maslach burnout dimension decreased their Minnesota job satisfaction perceptions by 69.5%.
Examining the Effect of Leadership Characteristics of Administrators on Creating School Culture
The purpose of this study is to examine the effects of school principal leadership on school culture. The study was conducted using a relational screening model. According to the study results; it is seen that the leadership styles and school culture perceptions of school principals are above average. In the examination conducted according to gender; the leadership perception of male school principals is higher than that of females. Again, the perception of male school culture is higher than that of females. In the examination conducted according to marital status; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to married and single status. In the examination conducted according to age; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to age groups. In the examination conducted according to years of service; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to years of service groups. In the examination conducted according to school level; according to teachers' opinions, the leadership styles and school culture perceptions of school principals do not change according to schools at different levels. Finally, according to teachers' opinions, there is a high-level, significant and positive relationship between the leadership styles of school principals and school culture perceptions. In addition, the leadership styles of school principals significantly predict the total score perceptions of school culture. Accordingly, a 100-unit increase in the participants' democratic leadership sub-dimension increases school culture behavior by 49%. Again, a 100-unit increase in the participants' autocratic leadership sub-dimension increases school culture behavior by 19.1%.