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The aim of this study was to adapt the Scale of Organization Improvisational Capability (SOIC) into Turkish culture and determine schools' organizational improvisation capability. The study first presented the theoretical framework of the concept of organizational improvisation, which has been understudied in Turkey so far. In the experimental stage, SOIC was adapted into Turkish culture and used for the first time in Turkey. SOIC-TR has linguistic equivalence, construct validity, and reliability. However, it has a uni-dimensional structure whereas the original version (SOIC-EN) consists of eight items, loading on two separate factors. In the second stage, a single screening model was employed to determine schools' organizational improvisation capacity and to compare it by various variables. In this stage the study sample consisted of 366 school administrators and teachers in Batman. Participants were recruited using convenience sampling. Participants had an "Agree" level perception of their schools' organizational improvisation capacity. Their views significantly differed by their position and school size but not by school grade level.

This study aimed to examine professional identity of ICT teachers following educational changes in ICT education and technology integration, introduced by Ministry of National Education (MoNE) in Turkey. Professional identity was investigated under the factors of commitment, self-image, knowledge and skills, value, thoughts and beliefs, future perspective, task perception, job motivation, job satisfaction, self-esteem, and self-efficacy. This study used a qualitative, content analysis method. Data collection included a total of 302617 online messages posted on the online forum between 2005 and 2015, and the circular notes, instructions, regulations and official correspondence of the institutions between the years of 1995 and 2015 in order to identify the decisions taken by MoNE. The data from the online forum and official documents were analyzed using the content analysis. The results show that the professional identities of ICT teachers were negatively affected in the process of changes that lasted for 11 years. Excessive workload and roles and responsibilities unrelated to the profession negatively affected ICT teachers in teachers' task perceptions, motivation, self-image, commitment, and future perspective. Professional identity was also negatively affected by changes in the decisions related to ICT course and increasing responsibilities stemming from the projects introduced by MoNE.

This study aims to determine the main problems faced in administration by the school principals of kindergartens, primary, secondary and high schools, stemming from teachers, school personnel other than teachers, students, parents, etc.; and to identify the solutions proposed for these main problems. The research is a qualitative research modeled in the screening model and case study. Study group of the research consisted of 12 school principals selected through maximum sampling method, and working in state kindergartens, primary, secondary and high schools in the central district of Siirt in 2017-2018 school year. Research data was analysed through descriptive analysis and content analysis by utilizing semi-structured interview method. According to the research results, it was found out that school principals face with problems such as "teachers' disregard and negligence of their tasks, low qualifications of the school personnel other than teachers, disobedience to school and classroom rules by the students, accusatory and biased attitudes of the parents, under-allocation of funds to schools". Moreover, it was determined that in relation to these main problems, school principals suggested to "introduce a payment system based on performance and career, to outsource cleaning services, to make home visits to meet the parents, to organize guidance and training activities for parents, and to allocate a separate budget for each school", as solutions proposed.

The purpose of this research is to reveal the opinions of classroom teachers who have inclusive students regarding the use of technology/digital content in instructional adaptation studies. For this purpose, the research was designed as a descriptive case study, one of the qualitative research methods. The participants of the research consist of 10 classroom teachers who have inclusion students in their classes and are working in the central district of Sivas province in the 2023-2024 academic year. The data of the study was collected with a semi-structured interview form developed by the researchers. The data obtained was analyzed with content analysis. As a result of the research, it was revealed that teachers included instructional adaptation studies in their classes and provided the necessary technological studies for the students, however, there were some physical deficiencies, and it was concluded that instructional adaptations and the use of technology/digital content should be given to teachers as in-service training. [ABSTRACT FROM AUTHOR]

Copyright of Omer Halisdemir Universitesi Iktisadi ve Idari Bilimler Fakültesi Dergisi is the property of Omer Halisdemir University, Faculty of Economics & Admistrative Sciene and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The general purpose of this study is to examine the relationship between teachers' perceptions of facilitative school structure and teacher autonomy. The population of the study consists of teachers working in schools in Elazığ city centre in the 2022-2023 academic year. The sample of the research was determined by quota sampling method and the research was carried out by analysing the data obtained from 461 teachers working at various levels. In the study, correlational (relational) screening model was used. Within the scope of the study, data were collected with the Facilitative School Structure Scale (FSS), Teacher Autonomy Scale (TAS) and personal information form prepared by the researcher. Statistical package programme was used to analyse the data. The data obtained were analysed with descriptive statistics (mean, standard deviation), correlation and regression analysis techniques. According to the findings, it can be said that teachers' perceptions of the facilitative structure in schools are at a high level, while their perceptions of the inhibitory structure are at a low level. In addition, it was concluded that as the perception of facilitative structure increases, the perception of teacher autonomy increases; as the perception of inhibitory structure increases, the perception of teacher autonomy decreases. According to these results, it is thought that it would be useful to carry out activities that will contribute to the creation of facilitative structure perception in schools. [ABSTRACT FROM AUTHOR]

Inclusive education can be defined as acting with the awareness that people have different characteristics from each other and ensuring that all children can receive education together with their peers and at the same standards. In this context, classroom teachers' attitudes towards inclusive education were examined in terms of different variables. The survey model was used in the study. Data were collected using the Attitude Scale towards Inclusive Education developed by Erçiçek et al. (2023). The scale was administered to 384 teachers working in primary schools, and the obtained data were analyzed using the SPSS 23.0 program. Acccording to the analysis results, classroom teachers' attitudes towards inclusive education are positive. Apart from this, it has been concluded that the attitudes of classroom teachers towards inclusive education do not differ significantly according to the variables of gender, age, years of seniority, educational status, however they show significant differences according to the variables of receiving training on inclusive education, having a disadvantaged acquaintance or relative, and having a disadvantaged individual in the class. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the universal values in the books in Tülin Kozikoğlu's Leyla Fonten series and to take the opinions of classroom teachers on the subject. In the process of taking the opinions of classroom teachers about the universal values in Tülin Kozikoğlu's books in the Leyla Fonten series, qualitative research approaches and case study design were used. Document analysis method was used in the examination of universal values in Tülin Kozikoğlu's Leyla Fonten books. In this context, the series of nine books was read and analyzed by two independent coders. In the analysis of the data obtained from the books, code and frequency tables were prepared with content analysis, and excerpts from the book were included through direct quotations. Content analysis of classroom teachers' opinions was used, code and frequency tables were prepared, and teachers' opinions were included with direct quotations. The Leyla Fonten series has been examined in terms of the universal values it contains; It has been observed that the most repeated universal values are respect, responsibility, tolerance and unity. Suggestions are given based on the results. [ABSTRACT FROM AUTHOR]

This research aimed to examine the opinions of classroom teachers about the supplementary resource books distributed free of charge by the Ministry of Education in the 2022-2023 academic year in primary schools. Phenomenology, one of the qualitative research methods, was used in the research. Within the scope of the research, interviews were held with 20 classroom teachers working in primary schools. Looking at the research results, according to teachers' opinions; The explanation of the subject in the supplementary reference books is insufficient, the number of examples is low and they are above the student's level. In addition, the texts and questions in the supplementary resources are designed to be long and boring. According to teachers who compared the auxiliary resources distributed by the Ministry of Education with the auxiliary resources published by private publishing houses, private resources are more comprehensive in terms of question patterns, activity examples, attractiveness, and measurement and evaluation. [ABSTRACT FROM AUTHOR]

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turcology Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Formal eğitim bir amaç çerçevesinde şekillenir ve önceden hazırlanmış programlar aracılığıyla belli bir planlama ile yürütülür. Programların etkililiği çok büyük ölçüde uygulayıcıların bu konudaki donanımlarına ve yeterliklerine bağlıdır. Bu noktada, öğretim programlarının uygulayıcısı olan öğretmenlerin ve gelecekte uygulayıcısı olacak olan öğretmen adaylarının program okuryazarlık düzeyleri önem kazanmaktadır. Öğretim programı okuryazarlığı, öğretim programlarının uygulayıcıları olan öğretmenler ve öğretmen adaylarının bir öğretim programının amaçlarını, tasarımını, uygulanmasını ve değerlendirilmesini anlama yeteneklerini ifade eder. Bu bağlamda çalışmanın amacı; öğretim programlarının uygulayıcılarının öğretim programı okuryazarlık düzeylerinin ve “Fen Öğretim Programları” dersinin öğretmen adaylarının program okuryazarlığına etkisinin belirlenmesidir. Çalışmada betimsel tarama yöntemi kullanılmıştır. Verilerin toplanmasında “Öğretim Programı Okuryazarlık Ölçeği” nden faydalanılmıştır. Verilerin analizinde eşleştirilmiş örneklemler için t testi ve tek yönlü varyans analizinden faydalanılmıştır. Çalışmanın sonucunda, 4. Sınıfa devam eden öğretmen adaylarının program okuryazarlık düzeylerinin öğretmenlerden ve 2. Sınıfa devam eden öğretmen adaylarından daha yüksek olduğu görülmüştür. Ayrıca “Fen Öğretim programları” dersini alan öğretmen adaylarının ders sonrasında öğretim programı okuryazarlık düzeylerinin anlamlı bir şekilde arttığı sonucuna ulaşılmıştır.

The purpose of this research is to investigate the secondary school teachers' professional motivation and their opinions on organizational mindfulness in their schools in terms of various variables related to schools and teachers, and to test whether organizational mindfulness in schools predicts teachers' professional motivation. The sample of this predictive correlational study consists of 312 teachers working in secondary schools in Şanlıurfa province and selected by simple random sampling. The data of the research were collected through the scales for examining the professional motivation of teachers and the organizational mindfulness in schools. Pearson correlation analysis, simple linear regression analysis, descriptive statistics, independent sample t-test, oneway analysis of variance and Welch and Brown-Forsythe, Tamhane's T2 and Scheffe tests in conjunction with one-way analysis of variance were used in the data analysis. The findings pointed out that the professional motivation of secondary school teachers differs according to gender, branch and seniority variables. There is a positive relationship between the professional motivation of secondary school teachers and the organizational mindfulness in secondary schools. Teachers' opinions on organizational mindfulness in schools were found to be a significant predictor of teachers' professional motivation. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi is the property of Sportif Bakis: Spor ve Egitim Bilimleri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It has been discussed throughout history how to teach a language other than the mother tongue. Method is defined as a comprehensive plan that the teacher follows according to his/her objectives and controls the teaching activity. Technique, on the other hand, falls within the scope of method as it is the partial steps followed in classroom lessons. The method in language teaching is one of the important factors affecting the learning process. Although these methods have often emerged as a result of opposing approaches, they have been developed from the past to the present. We can say that this development process was formed on the basis of historical necessity. Each method is seen as an alternative to the previous method. The diversity in language teaching has revealed the problem of which method is more effective. In this article, the most common language teaching methods are discussed and examined. These methods are; grammar-translation method, straight-arrival method (direct method), reading method, audio-linguistic method. Teaching methodsand their positive and negative features are mentioned. [ABSTRACT FROM AUTHOR]

This study is based on the first written exam held by teachers and the second written exam held by the Ministry of Education as a joint written exam. It aims to compare written exam scores and determine the opinions of teachers regarding the joint written exam. In the research, quantitative data was collected from 959 students in I. and II. The written exam results were collected and the opinions of 18 teachers regarding the common exam were received as qualitative data. In the quantitative findings of the research, teachers' I. written exam scores were statistically significantly higher than the II. exam scores made by the Ministry of National Education. It was found to be higher than the written exam scores. In the qualitative findings of the research, it was seen that the majority of teachers stated that common exams should not be held. Teachers stated that the questions were largely appropriate to the achievements and student level, that they were not compatible with the skill-based questions published by the Ministry of National Education, PISA and TIMSS questions, that they were more at the level of remembering and understanding, and that they were not compatible with the 21st century questions. They stated that it was not supportive of their skills. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arkeoloji Dergisi is the property of Ege University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the views of early childhood educators working in both public and private educational institutions in Turkey regarding their effective use of music. The research seeks to understand the current status of music activities, the importance attributed to musical activities in the planning and implementation processes, the integration of music with other disciplines, and the contributions of activities to the development of creativity and musical skills. To achieve this, teacher opinions were collected, and a comparative analysis was conducted with the results of previous studies. The research was limited to 24 early childhood educators (Preschool Teachers/Child Development Specialists) working in public schools and private educational institutions located in 12 regions classified according to the statistical regional classification of Turkey, focusing on regions with the highest population density. Given the detailed examination of specific situations in the study, it is characterized as a case study. Data were collected through semi-structured interview forms created by the researchers and conducted using the "Zoom" system via email, telephone, or online platforms after obtaining permission. Direct quotations from participants were coded as follows: participants from public schools were coded as (PST - Participant Public School Teacher): PST1, PST2, ..., PST12; participants from private educational institutions were coded as (PET - Participant Private School Teacher): PET1, PET2, ..., PET12. The data analysis involved categorizing the opinions of participating early childhood educators considering deductive and inductive analysis processes, creating various categories and subcategories, and conducting content analyses. The findings indicate the importance of music activities in education and the need for teachers to consider students' individual characteristics in the planning, implementation, and evaluation processes of these activities. Teachers in public schools encounter difficulties in conducting music activities due to limited materials and resources, while teachers in private schools benefit from more support and resources. The research also suggests that family involvement is more effective in private schools and positively contributes to children's educational process. The results provide various recommendations to strengthen early childhood music education, including increasing the number of music teachers, addressing material shortages, and encouraging family involvement, emphasizing their potential contribution to future research and music education practices. [ABSTRACT FROM AUTHOR]

This research aimed to examine the effect of school principals' paternalistic leadership styles on teachers' organizational silence levels. Quantitative analysis method was used in data collection. Relational screening method was used as the method. The survey form used within the scope of the research includes an 8-question demographic form created by the researcher, "Paternalistic Leadership Scale" and "Organizational Silence Scale". The sample of the research consists of 386 teachers working in public schools in Ankara. In this research, random sampling method was preferred to collect the necessary data. According to the findings obtained as a result of the research, there is a very weak positive relationship between the Organizational Silence Scale score and the PAYDA score. These findings reveal that the paternalistic leadership approach may affect employees' silence behaviors. While paternalistic leaders protect and protect their employees, they may also prevent them from freely expressing their opinions. This shows that managers need to balance both supportive and authoritarian approaches and develop encouraging strategies to hear the voice of their employees more. In addition, it was determined that there were relationships between the scales with gender, age, income level, educational status, working time with the current manager and total working time in the profession. According to the analysis results, no statistically significant difference was detected between the marital status groups in terms of PAYDA and Organizational Silence Scale and sub-dimension scores. [ABSTRACT FROM AUTHOR]

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of History Studies (13094688) is the property of History Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)