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The purpose of this study was to explore the inter-relationships among students’ self-esteem, bullying victimization/perpetration behaviours, and perceived parental support, with a focus on how self-esteem mediates the association of parental support and bullying behaviours and how bullying mediates the association of parental support and self-esteem. We employed structural equation modelling to analyse the secondary data collected in “Young Minds Matter: The Second Australian Child and Adolescent Survey of Mental Health and Wellbeing” funded by the Australian Government Department of Health. Analyses were performed on 431 adolescent students selected from 2967 adolescents aged 11-17 years. Our findings revealed that parental support has a direct positive association with self-esteem and a direct negative association with bullying behaviours. This study highlights the importance of parental support in both lowering bullying perpetration/victimization and enhancing student’s self-esteem. Findings of this study could improve anti-bullying programs.

This study aims to map the selected literature on students’ spirituality and well-being to reveal the current and historical research trends in the relevant literature. Bibliographic coupling of the journals, countries, authors, and organizations, and co-occurrences of author keywords were illustrated through VOSviewer. Moreover, citation analysis was done, and h-classics publications were reviewed. The researchers did the initial search on January 5, 2020, and updated all the records on August 14, 2021. Most of the studies showed that students’ spirituality was positively associated with their well-being. Most of the researchers preferred to work on samples of adult and adolescent students rather than children. The current and historical trends in the relevant literature are discussed in the paper.

TeachLivE™, a mixed-reality simulated classroom technology, has been used in initial teacher education programs to provide repeatable experiential learning opportunities for students now for more than a decade and in more than 80 universities worldwide. However, no broad scale investigation has been conducted into how the platform has been used or what research has been generated as a result. The aim of this study is to provide insight into the types of TeachLivE™ research carried out since its inception and to identify trends and potential gaps in this research. Peer-reviewed academic primary research publications—journal articles (23), conference proceedings (12), and thesis dissertations (20)—were reviewed for participants, research methods, analysis, research design, data collection tools, and design approaches. Of the 102 articles identified as relevant, “instructional skills development” and “integration of TeachLivE™ in teacher education” were the most commonly researched topics. Findings indicate that preservice teachers were the most commonly studied group of participants, research methods were predominately qualitative, single-subject experimental research design was employed most often, and the most used data collection tools were surveys and observation. These findings highlight that the range of topics is increasing, with studies on in-service teachers in school-based contexts beginning to emerge as a new area of interest. This systematic review has implications for researchers and the developers of TeachLivE™. It provides valuable insight and recommendations for future studies in this emerging teacher education field, where technology is not simply used “in the classroom” but rather “as the classroom.”

This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were selected randomly with clustered sampling method from the schools. The structural equation model that yields the best-fit indices, states that as teachers? psychological capital levels increase, job satisfaction levels also increase. Psychological capital has a positive effect on teachers? commitment and motivation through the full mediation effect of job satisfaction. Psychological capital has a negative effect on intent to leave through the full mediation effects of job satisfaction and organizational commitment. It is beneficial for school managers to invest in developing and strengthening the psychological capital of teachers if they want to increase job satisfaction, organizational commitment and motivation levels of teachers and to decrease their intent to leave school.

The purpose of this study is to determine the knowledge and opinions of school principals about the concept of the social capital. This research is deemed essential regarding increasing the awareness of school administrators who could play a significant role in mobilizing the potential social capital in schools. The study has been conducted in a qualitative design in the direction of this purpose, and the data of the research have been obtained by using the semi-structured interview form. The participants of this study consisted of 20 voluntary school principals. The data have been collected and digitized under the common categories after encoding. According to the findings of the study, the school principals indicate networks (social relations), trust and norms as the factors that create the social capital. It is observed that they benefit from the networks (social relations) dimension of the social concept most. Besides, it is seen that the school principals who can reveal the social capital can use the trust and social networks elements more useful. It is thought that the findings of the research would contribute to the better understanding of social capital by school principals and the realization of the social capital in schools.

The purpose of this study was to adapt “Distributed Leadership Scale” originally developed by Davis into Turkish Language. A total of 386 participants including teachers employed in high schools in Tokat participated in the study. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the structural validity of the scale. EFA results illustrated that adapted scale consisted of seven factors. In the light of the original scale form, these factors were named as “School Organization”, “School Vision”, “School Culture”, “Instructional Program”, “Artifacts”, “Teacher Leadership”, “Principal Leadership”. The scale consisted of 34 items and reliability coefficients for the subscales from .75 and .92. Results finally revealed that Distributed Leadership Scale-Turkish Adapted Form is a valid and reliable measurement tool to be used in describing the distributed leadership behaviors in schools.

The purpose of this study is to investigate teacher misbehaviors, their causes and consequences, and what can be done to eliminate them. The sample for the study was chosen according to accessible sampling methods from the elementary schools in the Malatya Province. The sample includes elementary teachers (n = 25), administrators (n = 16), students (n = 25), and parents (n = 19). This research is qualitatively designed and uses a descriptive model. The data was collected using a semistructured interview protocol. After analyzing and categorizing the data, themes emerged. According to the results, the following teacher misbehaviors emerged: lack of business ethics, pedagogical incompetence, and behavioral problems.

The aim of this study is to examine the views of experienced teachers related to the changes in their understanding of classroom management in general terms until today. In this study according to the information given by teachers, it is expected to contribute to the discussions about the development of classroom management, which is a key to student success. 23 teachers who have experience of 25 or more years in teaching profession voluntarily participated in this study in which qualitative research method was adopted. Data were collected through semi-structured interview form. Interview records were documented in data analysis. The obtained documents were analyzed and evaluated with content analysis method. According to the findings of the study, with teachers' acting as guides due to the changes in the student behavior and education program, it is revealed that the teacher's dominance decreases in the classroom and teachers have more difficulty in maintaining discipline in the classroom. In line with the research results, it is suggested that pre-service teachers needs to have teaching practice course which is taught by experienced and successful mentors for a long time to become teachers with better classroom management skills.

1799 prospective elementary and prospective science teachers from six countries (Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey) participate in the study about the level of motivation toward science courses, pedagogy courses and self-efficacy. The most important findings were that choosing educational career as the first choice of prospective teachers depends on country and study track. The highest percentage of prospective teachers who choose teaching career and will probably stay teachers is in participating institutions from Slovenia and Croatia and the lowest in Slovakia and Turkey with Czech Republic and Lithuania in between. The percentages are higher for prospective elementary teachers than for prospective science teachers. Motivation of prospective teachers’ regarding to the science courses and pedagogy courses vary. Differences between countries are small but as a rule future science teachers are more motivated for science courses than for pedagogy/didactics courses and the opposite is true for elementary teachers. Differences on general self-efficacy beliefs vary within and between countries? On average values falls in the upper third range what can be predictor of good teaching. Correlation between students’ motivation toward science courses, pedagogy courses and their self- efficacy beliefs is statistically significant but low, showing that good students are generally motivated for all courses but differences between motivation toward science and pedagogy exists and depends on study track. Conclusion of our study is that science teachers are better equipped to cope with problems than elementary teachers, but elementary teachers will most probably work at the working place they choose as their first will.