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This cross-sectional study was carried out in order to determine the opinions of mothers on sexual development in children with intellectual disabilities. The sampling of this study included mothers of children aged 10-19 years with moderate and severe intellectual disabilities. Of the mothers, 45.7% stated that they felt incapable of providing sexual education to their adolescent children with disabilities and 97.6% stated that they had received no information on this subject themselves. Based on the mothers' opinions, the mean score for the sexual development of adolescent children was 11.33 ± 16.18. In the sub-dimensions of sexual arousal (20.97 ± 5.71), sexual harassment (12.22 ± 3.13), sexual satisfaction (15.79 ± 3.85) and sharing sexual issues (12.74 ± 2.67) the mean score of the scale was found to be high. The knowledge levels of the mothers concerning the sexual development of their children with intellectual disabilities were found to be low, and they required education on this issue.

The aim of this research was to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakiroglu and Sarikaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and configural invariance.

The aim of this study was to determine the effectiveness of follow-up care and health counselling provided by midwives and nurses in maternal-infant attachment level and relationships between sociodemographic factors. The study was designed as a quasi-experimental pattern with a control group on pretest-posttest. The sample size was determined using a power analysis and a total of 90 people were included in the study. The study demonstrated that the mean PAI score was high both in experimental and control groups and there was no difference between the groups (p > 0.05). In both groups, the mean MAI score was above the average scale score, but it was significantly higher in the group receiving health counselling and follow-up care compared to the score of the other group (p < 0.05). The study demonstrated that health counselling and follow-up care contributed significantly to the mother-infant attachment.

This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rifat Education at Kilis 7 Aralik University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.

Problem Statement: Since conflict is an organizational phenomenon, its comparison between other organizational variables to find possible associations has been an important research motive. Relevant researchers have found significant correlations between conflict handling strategies of principals of different genders and school culture, emotional intelligence and conflict management styles, teachers' self-efficacy beliefs and conflict solution styles. Considering the rapid development of communication and the need for organizations to change, an increase in individual differences among organization members has become inevitable today. This also causes increased conflicts among organization members who are constantly interacting with each other. Poor communication underlies the interpersonal conflicts. The degree of interpersonal communication significantly determines the organizational performance and information transmission. Each educational organization, like other organizations, is composed of people with different personalities, perceptions, attitudes, value judgments, personal goals, and expectations. Individual differences can cause problems. The solutions to these problems seem to be closely associated with the communication competence of organization members. Purpose of Study: This study investigates the relationship between communication competences and organizational conflict levels of heads of educational supervisors, and the extent to which communication competence predicts organizational conflict. Methods: This associational study was conducted on 217 educational supervisors working in head departments of educational supervisors in eight cities of Turkey. Data were collected using the "Communication Competences Scale" and "Organizational Conflict Scale." Findings and Results: Results indicated that heads of educational supervisors mostly exhibit communication competences including the components of empathy, social relaxation and support behaviors. Educational supervisors also stated that they sometimes experience organizational conflict including the components of intergroup, between groups and personal conflict in their head departments. A negative moderate level of correlation was found between communication competence and organizational conflict levels of heads of educational supervisors. In addition, communication competence was found to predict organizational conflict significantly. Additionally, it was found that empathy competence, one of the communication competences, is a significant predictor of intergroup and personal conflict, and support competence is a significant predictor of within group conflict. It was also found that social relaxation competence as one of the components of communication competence is not a significant predictor of any of the components of organizational conflict. Conclusions and Recommendations: This study provides new insight into the effects of communication competence on conflict management in educational organizations and is of value to educational leaders, managers, and other conflict management specialists.