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This study aims to determine school principals’ level of administrative competencies according to the perceptions of teachers and principals. The study group consists of 134 teachers and 35 principals. The data of the research, which was designed in the survey model, were collected with the "School Administrators' Competences Inventory". The results revealed that school principals and teachers exhibited high levels of administrative Competencies as expected from the school principals. The opinions of the teachers and principals did not differ significantly in the comparisons according to gender, seniority, school type, and duties (teacher vs. principal). Likewise, the correlation coefficients between the administrative competence subscales were estimated above a moderate level. As a result of the research, it can be said that teachers and principals have positive views about the competencies of the school administrators. However, though the Ministry of National Education and the academic community put great emphasis on it, and a significant deal of knowledge and database has been accumulated about it; it is an important problem that school administration has not been defined as a profession in Turkey and no sustainable policy in this aspect has been developed yet

The purpose of the present research paper is to determine the impact of feedback about appraisal on elementary teachers' professional development. The research was designed as a cross-sectional survey. The population comprised 165 elementary teachers working in primary schools in the central district of Tunceli during 2012- 2013 school years. Population was not sampled, but accessed as much as possible. The data was collected using the Teaching and Learning International Survey (TALIS). The Cronbach Alpha reliability coefficient was 0.94. Validity studies were done based on expert opinion. The data was analysed using descriptive statistics, t and ANOVA tests. The results suggested that teachers are supervised and evaluated by the inspectors mostly outside the school; the feedback they receive are mostly about classroom practices. In terms of professional development this feedback contributed mostly to classroom management practices.

1st World Conference on Learning, Teaching and Administration (WCLTA) -- OCT 29-31, 2010 -- Amer Univ, Cairo, EGYPT WOS: 000298553200019 The aim of this study was to explore associations between transformational leadership and limitedness schemas of university students. Data were collected from 66 male (34.2%) and 127 females (65.8%), a total of 193 university students. The minimum age was 17 and the maximum age was 23. The mean age of the sample was 19.62 years with a standard deviation of 1.21. The results reveal that females have higher scores than males with regard to transformational leadership characteristics. Comparison of the differences between male and female subjects in terms of limitedness orientation showed that males reported higher scores than females on limitedness schemas. In addition, limitedness about relations and limitedness about the world were significantly associated with transactional leadership and a laissez-faire philosophy, but connections of dysfunctional limitedness schemas with transformational leadership were not significant. (C) 2010 Elsevier Ltd. All rights reserved.

1st World Conference on Learning, Teaching and Administration, WCLTA-2010 -- 29 October 2010 through 31 October 2010 -- Cairo -- Pre-school educational institutions assist children in their physical, psycho-motor, social, emotional, mental, and linguistic development and prepare them for primary schools and for their social life in the future; they do this with the support of parents, and when necessary, educate the parents as well. The teachers as well as the educational institutions involved in this field are performing their functions. However, for optimally fulfilling their duties, pre-school educational institutions require qualified personnel and physical equipment to implement education programs. Children acquire their basic knowledge, skills, attitude, and habits pertaining to their development at home. Therefore, the family becomes the primary institute responsible for the care, development, and education of the child. After the family, pre-school institutions take their place in the system as institutions that support the family in preparing children for their social life. This study aims to examine the effect of the relations between parents and the teachers on the children at Ordu Centrum Preschool. The main purpose of this study is to determine and evaluate parents' approach to pre-school teachers. This study focused on parents of children at pre-school institutions in Ordu Centrum in the spring of the academic year 2009-2010. A total of 150 persons randomly selected from 500 parents whose children studied at one of the 10 pre-school institutions in Ordu Centrum were chosen as the sample for this study. © 2010 Published by Elsevier Ltd.