The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In data analysis, descriptive statistics, t-test, homogeneity of variances, One-Way Analysis of Variance (ANOVA) and Tukey's test were used. The primary school principals' mean self-monitoring score was found to be 9.72. In addition, primary school principals' self-monitoring skills did not significantly vary in terms of gender and length of service. On the other hand, primary school principals who were class teachers had a higher level of self-monitoring skills than subject teachers; Faculty of Education graduates had a higher level of self-monitoring skills than those of other faculties', teachers serving as principals had a higher level of self-monitoring skills than both principals and assistant principals at a significant level.

The major purpose of the study was to investigate factors which contribute to the decline in students’ academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to gather data from two hundred participants. Some documents were analyzed to supplement the information collected through the questionnaire. Data were analysed using the computer package known as Statistical Package for the Social Sciences (SPSS) version 15. The findings of the study showed that there were several factors that can contribute toward students’ low academic performance ranging from low staff morale to students unpreparedness for the examinations. The study, therefore, recommends that high teacher’s morale, availability of resources and parental involvement are critical for the attainment of high quality education in Botswana secondary schools. Furthermore, the findings of the study have implications for research and practice.

Schools and teacher induction programs around the world routinely assess teaching best practice to inform accreditation, tenure/promotion, and professional development decisions. Routine assessment is also necessary to ensure that teachers entering the profession get the assistance they need to develop and succeed. We introduce the Item-Level Assessment of Teaching practice (I-LAST) as a flexible framework-based approach for quantitative evaluation of teaching best practice in the induction stages. We based the I-LAST on a novel framework for teaching best practice, and used Fuller’s scale as a framework for understanding the potential of the I-LAST in providing longitudinal measures for growth. Using the context of a year-long teacher induction program in the Midwestern United States, we collected data through an online survey from 46 teaching supervisors who were asked to evaluate their interns. We used the Rasch partial credit model as a criterion for construct validity, and measured dimensionality and reliability from both Rasch and classical frameworks. The I-LAST was found to be a unidimensional, valid, and reliable measure for teaching best practice. It demonstrated the ability to provide reliable scores for specific sub-dimensions of best practice, including those which manifest at various stages along Fuller’s scale. Potential uses of the I-LAST to advance understanding of the role of teacher induction programs in fostering productive growth in new teachers is discussed.

This exploratory study is concerned about the extent to which a sample of 163 pre-school, primary and secondary Brazilian school teachers, expressed their opinion on how neuroscience might help their teaching and pupils´ learning. Evaluation instruments for Brazilian pupils were analysed. Two questionnaires were completed by the teachers. Results of a quantitative analysis indicated that in general teachers believe that neuroscience may contribute to the teaching and learning of their subject matter. An outline for an elective neuroscience and education course is presented. Educational implications are discussed.

The major purpose of this study was to explore the social studies teachers’ perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers’ perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers’ view that knowledge about Botswana’s cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies.

This paper explores the challenges faced by teachers and educators in the online classroom, especially in light of existing learner differences among students stemming from intelligence, socioeconomic status (SES), culture, gender, among other factors. The author examines the characteristics of the online classroom and looks at learner differences as significant factors impacting teacher responsibilities in the online setting. Several challenges common to facilitated online learning (FOL) and independent online learning (IOL) in the online classroom are examined and brought into perspective as the author applies social science theories such as self-efficacy, multiple intelligences theory, social distance theory and comparative homogeneity, pedagogy and classroom management theories in analyzing and addressing these challenges. The author makes several recommendations for online teachers and educators to address the problems and challenges that are present in the online classroom and then explores the implications for teaching and learning. Finally, the author espouses a need for research into the major issue under discussion.

The contribution of special needs assistants (SNA) is becoming increasingly important in inclusive and special classrooms. However, the profession itself has remained unexplored. The purpose of this article is to describe special needs assistants’ perceptions on their education, professional competence, the content and significance of their work within the school system of Finland, and the further development of their role and content of their work. 171 special needs assistants from the province of Lapland participated in the research. This research was a mixed methods research where the data was collected in 2010 through a semi-structured questionnaire that consisted both quantitative and qualitative elements and was, therefore, analyzed both by using qualitative and quantitative analyzing methods. The results highlighted the diversity, challenges and development needs of special needs assistants’ work. Special needs assistants are strength and can work as a support for teachers, students, and parents.

Entrepreneurship has been an intriguing issue as an indicator of economic development and social welfare particularly being focused on last decades. Furthermore, the issue of immigration has attracted considerable attention in recent years. Nowadays, the quality of the workforce and it's training processes are not getting only progressively important but as well the participation of migrants in the labor market will be a great problem in the future. Migrant’s entrepreneurial tendencies and career expectations designation are the main objectives of this research. This research was designed as a comparative qualitative model, and the structured written interview technique was used in order to collect the data. Randomly sampling study groups were formed according to methods of maximum diversity. The sampling group was formed by the participation of 12 Syrian migrant high school students who live and get trained in Altindag, a district of Ankara, Turkey and 13 Syrian migrant high school students who live and get trained in Kreuzberg, a district of Berlin, Germany. The collected data were analyzed by content analysis technique. The results of the research reveal that immigrant students have a high level of entrepreneurship in Germany, the nonetheless low level of the expectations of future career prospects in Turkey. Thus, the absences of sociocultural and economic areas where they will use entrepreneurial tendencies are a serious obstacle to them. Moreover, participants argue that they do not want to stay in Turkey anymore, and most of them intend to emigrate to Europe or another country if they can do so. Unlike Germany, many of the participants in Turkey neither know what they want to be nor how they want to live in the future and nor have they made any career planning.

Effective school administrators and teachers are those who provide the least restrictive learning environments for all students. The main goal of this study was to analyze the effects of inclusive science education on the general education population of middle school students’ scientific conceptual understandings. The study was designed as a quasi-experimental model and conducted in a middle school in a large urban school district in Midwestern US. Approximately 4% of students in the school were receiving special education services. The participants in the study were selected through non-random selection. The participants of this study included 20 students without disabilities in each classroom with a total number of 120 students from a total of six different middle school classrooms. The study included two classrooms (one inclusive and one non-inclusive) for each grade level (6, 7, and 8). The conceptual change of students without disabilities was measured using the Density Assessment, which included 20 multiple choice questions. SPSS program was used for data analyses. Paired samples t-test and a multivariate group analysis test were conducted to investigate significant differences on students’ conceptual understandings. The findings showed that the effect of inclusive education was significant and positive on the conceptual understanding of students without disabilities in inclusive science classrooms.

The main purpose of this paper is to examine the effect of ethical leadership on teachers’ job satisfaction, and affective commitment in an education sector. This study proposes that ethical leadership has a significant and positive effect on overall job satisfaction and affective commitment. Moreover, it suggests that ethical leadership has an influence on overall job satisfaction and affective commitment. In this study, the relationships among the variables were evaluated using correlation, and regression analysis. The results which is based on a sample of 150 teachers from four private schools in Pakistan demonstrate that overall job satisfaction has a significant and positive influence on affective commitment, whereas, marriage as a demographic variable has a positive effect on overall job satisfaction and affective commitment.

This research aimed to investigate relationships between quality of work life, burnout, school alienation, affective commitment and organizational citizenship behaviors. In this context, a model was proposed based on the literature review and the model was tested through structural equation model. The study group of the research consists of 314 volunteer teachers working in the state schools in Kilis in 2016-2017 academic years. The data was collected through work-related quality of life scale, burnout scale, school alienation scale, affective commitment scale and organizational citizenship behaviors scale. The analysis with descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the analysis, it was found that teachers' perceptions for quality of work life have a negative effect on burnout and school alienation, whereas they have a positive effect on affective commitment. Besides, their perceptions for affective commitment have a positive impact on organizational citizenship behaviors. Another important result derived from the research is that teachers' perceptions for burnout and school alienation play partial mediation roles in the effect of their perceptions for quality of work life on affective commitment. Based on these results, it can be suggested that teachers' working conditions should be constantly improved.

This study focuses on the evaluation of academic conferences and ways of improving them. The study includes a case study of one university in Israel. Sixty two academic faculty members from varied departments completed a questionnaire, including 61.7% women and 38.3% men. The research participants were asked a single open question: "What do you think could be improved at conferences?" In addition, age, seniority, and the number of times the respondents had initiated or served as a partner in initiating a conference were also examined. The main findings are as follows: Age predicts seniority. Seniority has a positive effect on the number of times the respondent organized or was a partner in organizing a conference. Seniority has a negative effect on time, i.e., the more senior the faculty member the more he or she would like conferences to be short and to the point. Moreover, the amount of initiatives to organize a conference or to be a partner in establishing a conference has a negative effect on interaction, i.e., the more initiating the faculty member the less he or she is interested in interpersonal interactions at conferences. The wish to space out sessions and lectures has a positive effect on the need to improve the quality of the lectures.

Building a teacher-student relationship is important for creating trust, mutual understanding and respect. The interaction of teacher and students can be found using the 48-item Questionnaire on Teacher Interaction. The result is the Model for Interpersonal Teacher Behavior, consisting of four dimensions, which are further divided into eight sectors to evaluate the teacher. The main goal of our study was to show how the teacher and students perceive the environment of the class, whether their views match, and whether it is a statistical significant dependence among different sectors of the model teacher-students interaction. The sample size consisted of 63 Slovak students of 12th grade and their teacher of biology. Our results have shown that the teacher has evaluated herself similarly to the students, but without a statistical significant difference. In monitoring of the relationship of scales in the whole group of respondents, in the group of male and female respondents we showed statistically significant differences between the sectors. Using of Questionnaire on Teacher Interaction can help mutual knowing of students and teachers and the creation of positive relationships.

The effectiveness of schools, that is, their ability to achieve their pre-determined goals depends on many variables but especially the effectiveness of the administrators who are responsible for the implementation of the educational programs and curricula. An administrator must have a healthy perception of being "an effective administrator" in order to be able to demonstrate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.

This research study aims to evaluate the graduate theses and articles conducted on the concept of instructional leadership over the period between 2002 and 2017 in Turkey by means of methodological and statistical analysis techniques. In the study, which is configured by using the case study design as one of the qualitative research methods, the related theses are obtained from the database of the Council of Higher Education Thesis Center in Turkey, whereas the related articles are provided through article archives of the National Academic Network and Google Scholar website. The data collected via the academic publication evaluation form are evaluated by frequency analysis using. In the study, 104 postgraduate theses and 35 articles on instructional leadership are conducted, many of which using scales as data collection tools. Lack of due diligence in validity and reliability studies, selection of mostly teachers for sampling, and usage of descriptive t-test and one-way ANOVA techniques in data analyses are detected. As a result, it is shown that similar studies using similar datasets and the same data collection tools have been carried out on instructional leadership. Mixed research and scale development studies in which qualitative and quantitative methods can be used collocation.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

The aim of this study is to examine students’ bullying toward teachers and classroom management skills in terms of various variables. The sample of the study consisted of 422 participant teachers. The ‘Bullying toward Teachers Questionnaire’ and ‘Classroom Management Skills Scale’ were used as data collection instruments. According to the results, it was determined that 57.2% of participant teachers have not been bullied whereas 42.8 % have been bullied by their students. The teachers who have been bullied by their students were mostly woman, had undergraduate degrees and more than 16 years of teaching experience. There was no significant difference of teachers’ total scores and two sub-dimension scores of CMSS according to gender, school type, education level and years of experience variables. There were significant differences between bullied and non-bullied teachers’ total scores and two sub-dimension scores obtained from CMSS. It is evident that non-bullied teachers’ mean scores obtained from two sub-dimensions and total scores of CMSS were significantly higher than those of the bullied teachers.

Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers’ perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study’s participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers’ groups that were formed based on participants’ characteristics showed significant differences. Study’s limitations along with suggestions for future research are also discussed.

The article analyzes the evolution of pedagogical systems and the practice of universities in the world. The work reveals the essence and main structural components of the university education, as a special institution of higher education, designed to become a systemic solution to the problem of management and development of teacher education. The model presented by us includes the following components: education, as a platform for transferring innovative solutions into practice; Mega-Science -a system of research collaborations that provides advanced solutions to global problems; technologies -research constructs according to the Lego principle, generating local problem-solving based on a cluster; implementation -a system of investment decisions on the implementation of developments in the practice of activity; innovation is a system for the formation of products open to use that stimulate the development of education. The paper presents the main results of these developments, conclusions are made about the need to form a university of education as a special system operating within the framework of the concept of open pedagogical education and aimed at creating a federal scientific and educational hub of global importance for reproduction and the formation of human capital in scientific, engineering activities, the generation of new solutions in the field of training and development of teaching staff in.