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Leadership is important in change process and change management. Turkish educational system is undergoing a constant change. One of those changes was the change of the elementary school curricula, which had been accepted in the 2004-2005 academic year. Therefore, it is important to understand how school principals, as the persons who are in charge of this change, handle this process. In this respect, this study was aimed to determine school principals’ tendencies toward change. Furthermore, it will also be explored whether those tendencies show any significant differences on some variables. Finally, having incorporated school principals’ views on curriculum, school principals’ change tendencies will be interpreted within this change phenomenon. This study was designed with a mixed methodology. In order to understand school principals’ tendencies toward change, a change tendency scale, developed by Akbaba-Altun and Büyüköztürk (2011), was utilized. In addition, school principals were asked to narrate their opinions regarding the changed curricula and its reflections on practice. The quantitative data were analysed through descriptive and interpretive analysis whereas the qualitative data were analysed through content analysis. A total of 179 elementary school principals joined the quantitative part of this study, whereas 154 of them participated in the qualitative one. It was observed that school principals were generally homogenous in their change tendencies. Within this context, this finding was supported by the qualitative data, as well.

This is a qualitative research aimed to find out the factors that affect on 7th grade students’ attitude towards mathematics course. The present study was conducted in a public elementary school in Ankara, Keçiören district. 24 (8 sucessful, 8 average, and 8 unsucessful) 7th grade students participated in this study. Math teacher helped us selecting students based on his opinion and students’ math exam results. Data collected through semi- structured interview. Eight questions were posed to students. The data were transcribed and coded by using content analysis. It was found that (a) using different materials in teaching, (b) teachers’ classroom management skills, (c) teachers’ content knowledge and personality, (d) teaching topics with real life enriched examples, and (e) students’ opionion about mathematic courses, were the factors that affect students’ attitude towards math courses. Since ABC theory is applied, it was found that students’ behavior affects students emotions and thought.

No school violence prevention or safety program can be succeeded without the inclusion of the related parties’ meaning-making strategies. This qualitative study examines how school violence is understood by students and teachers, who are the two primary parties in any school environment. 27 teachers, one vice principle, and 125 students from 4th to 8th grades from a private school were asked to respond to open ended questions about their perceptions on the nature of violence in their school including reasons and the possible ways of prevention. Content analysis was used while analyzing the data. Integration of the results into the existing school violence program was discussed.

The purpose of this study is to identify preschool teachers’ opinion about bullying. How do teachers perceive bullying? What kind of strategies they apply to prevent bullying or what they do when they face peer bullying in their classrooms. In order to determine teachers’ opinion about bullying, data collected through observations and semi-structured interviews. During these interviews, teachers have been asked questions to find out their level of knowledge about bullying and questions about whether they have already encountered bullying behaviors and their solution strategies. In this respect, the researchers interviewed fifteen preschool teachers working at public and private schools. The interviews have been analyzed and interpreted through descriptive analysis technique.