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This study aims to examine the distance learning practices carried out at the primary education level during the COVID-19 pandemic from students' and their parents' perspectives. The study was conducted with 76 primary school students at different grade levels, including their parents (76), in the state schools of Giresun city in the spring semester of the 2019-2020 academic year. The study was based on the case study method, one of the qualitative research designs. An information collection form with open-ended questions was used as a data collection tool. The data obtained from the information collection form were analyzed by the content analysis method. The findings have revealed that the distance learning system has a flexible structure and is accessible from any place, but there are difficulties accessing the system due to connection problems. These systems facilitate the teaching process, affecting learning positively. The findings also showed that distance learning systems are not favored by students who long for friends and teachers during the learning process performed on these systems. Unlike face-to-face training, disciplinary and supervision problems in distance learning are also noteworthy. The authors finally suggest that the distance learning and management process should be performed in a restrained manner to ensure the process to be run effectively and efficiently.

This paper focuses on investigating undesirable student behaviours in classroom management at the stage of middle schools of Turkey and proposed solutions within the context of Reality Therapy. The specific objectives of the research focuses on identifying the application of Reality Therapy Discipline Model to solve problems in the class, according to teachers' points of views and the researcher's observations. The study relies on the method of case study and the phenomenological approach, which centers on the noted phenomenon, as well as the in-depth information that is not yet known (Yildirim & Simsek, 2013). The study group of the research consisted of 20 branch teachers who were voluntarily chosen and had worked in the middle schools of Ministry of National Education in Turkey, within the school year of 2019-2020. Before the data were collected, the participants were informed about the content of the research and data confidentiality and voluntary consent forms were signed. In this research, the teacher information form was joined to the interview form, the teacher interview form, the observation form, and the research diary, which were used as the instruments to collect the data. Content analysis method was used to analyse the data collected by means of the interviews with teachers, the research diary, and the observations made in two teachers' classroom environment. Expert opinions guided the transition from the draft to the final version of the interview form used in the study. A pilot interview was made with two teachers, who were not in the study group. The findings obtained indicated that the teachers did not accurately use all the steps of Reality Therapy Model to solve the discipline problems. It was determined that they used some steps of the model. The teachers first used the solution that should be applied in the end according to Reality Therapy Model, and those who chose to talk to the students at first initiated other steps before they developed a plan to solve serious problems, whose solutions needed to be made outside the class. In accordance with findings, to contribute to the field, some suggestions have been made.

The purpose of this study was to reveal the effects of the disruption to face-to-face education during the pandemic on the classroom environment upon return to the classroom. The participants of this case study were 16 teachers working in Turkey. The data were collected through semi-structured interviews and their contents were analysed. The study revealed that there were cognitive changes, motivation and concentration problems, social changes, discipline problems, and psychomotor changes observed in students' behaviours after the transition to face-to-face education. The sources of the behavioural changes were the family, the Ministry of National Education, being away from school, and use of technology. The strategies used by the teachers in terms of classroom management while managing the process after the transition to face-to-face education were management of teaching, behaviour management, management of relationships, and management of the physical environment.

In this study, it is aimed to determine the maltreatment behaviors of parents and the emotional outputs of these behaviors. The study is a qualitative research in the phenomenology pattern. In the research, extreme and deviant sampling, one of the purposive sampling methods, was used to determine the participants. The participants of the study are 14 parents of children who are victims of neglect and abuse and who receive service from the Ministry of Family and Social Services. Research data were collected by semi-structured interview technique. Participants were asked 12 demographic questions to get to know them and 25 questions to determine their training needs in order to specify the need for a training program for the protection of children's rights and the prevention of violence against children. The data obtained from the semi-structured interviews were analyzed by inductive analysis. Findings obtained from the parents of children who are the victims of neglect and abuse and who receive service from the Ministry of Family and Social Services reveal that maltreatment is conceptualized as "the situations applied, the reasons for its application, the forms of application, the feelings felt when it is applied". In the study, the fact that parents abuse their children to protect and discipline their children from the outside world indicates that they are ignorant and unconscious in this regard. Families are aware of the negative effects of their ill-treatment on both themselves and their children. This study emphasizes the importance of helping parents gain a deeper understanding, awareness and attitude in preventing child negligence and abuse.

Coping with problem behaviour depends on teachers' perspectives of classroom management strategies, which can be regarded as discipline models teachers implement in the class. How teachers avoid problem behaviours or their strategies and techniques to deal with them may reveal teachers' understanding of discipline. To understand prospective teachers' views on discipline models, this study investigates how prospective teachers evaluate and respond to the situations that they may encounter in the classroom. This is a qualitative study with phenomenology design, and with 50 prospective teachers attending the Primary School Education Department of a state university in Türkiye as the participants. The data were collected through participants' reflection on two sample cases. The participants were asked how they would evaluate the given cases and how they would respond to them. The first case addressed the stereotype "the student is the source of the problem behaviour" and the second one was related to how prospective teachers perceived the difference between punishment and logical consequences. The findings revealed prospective teachers reported different responses to the given cases. For the first case, prospective teachers stated the source of the problem behaviour was teacher-driven. Their response was more on the discipline model in which the teacher control was high. As for the second case, the participants focused on the students' intentions while evaluating the behaviours. It was found that although the participants took the intentions into account, they evaluated the situations according to the consequences. Finally, the study showed that prospective teachers used interventionist strategies (high teacher control) in coping with problem behaviours.

In this research, the direct effect of school climate on teacher job satisfaction and the indirect effect of school climate on job satisfaction through self-efficacy were investigated. International Teaching and Learning Survey-2018 data collected by the Organization for Economic Co-operation and Development from Turkish teachers were used in the study. The research data were obtained from the responses of the participants to the Teacher Self-Efficacy, Job Satisfaction and School Climate scales in the International Teaching and Learning Research Teacher Questionnaire. Although a total of 15498 teachers working in primary school, lower secondary school and upper secondary school participated in the research, participants with missing data were excluded from the analysis. Within the scope of the research, data obtained from 12111 teachers were used. Following the testing of the constructed model with the structural equation model, the following results were obtained: Teachers' self-efficacy directly affects job satisfaction. The perceived disciplinary dimension of the school climate directly and negatively affects job satisfaction. The other two dimensions of the school climate, teacher-student relations and the dimensions of participation among stakeholders, affect job satisfaction directly and positively. All dimensions of the school climate indirectly affect job satisfaction through self-efficacy.

The ability to use educational technologies in distance education is very important during the COVID pandemic process. The aim of this study is to determine the competencies and needs of science teachers in using technology in the COVID-19 pandemic distance education process. The research was carried out with phenomenology techniques, one of the qualitative methods. Data were collected by applying semi-structured interview forms containing 7 open-ended questions to 21 science teachers working in the central districts of Manisa province, then analyzed via consent analysis method. Finally, by creating themes and codes, frequency and percentage distributions were revealed to understand and, when the findings were examined, the biggest obstacles to distance education were the internet connection, infrastructure-hardware problems and the inability to discipline students. Students entering the online lesson with their cameras closed, the noise from the home environment, and could not join online lesson were reflected in the opinions of the participants as problems. If our students are more active by making presentations, these problems will be minimized and the quality of distance education maximize. It was observed that although science teachers having experience in using technology are more active, science teachers with insufficient experience in using technology could not conduct scientific experiments for their students in the distance education process. In addition, integrating different student-centered educational techniques and measurement-evaluation activities with technology are other problems.

Family is the foundation stone of society. Education is very important for the health of the family and therefore society. A value-oriented family education program is designed to support families. The aim of this research is to determine the basic education needs of families for a value-oriented family education program. The study group of the research consists of 205 families who enrolled in 4 kindergartens in the city center of Gümüshane in the 2020-2021 Academic Year. In the research, "Family Education Needs Assessment Form" and Personal Information Form given to families during registration were used as data collection tools. This study, which was carried out in accordance with the descriptive scanning model, was analyzed by document analysis method. Percentage and frequency distributions were used in the analysis of the data. In the research, it is important to determine which issues families attach more importance to in value-oriented family education, what they need and to create the program content accordingly. Subjects such as communication with the child, child-rearing attitudes and positive discipline methods, adjustment and behavioral problems observed in pre-school children, school-family cooperation, sexual education, teaching basic habits, books and children's books, play, preparation for primary school, television-internet and their effects on the child have been examined and it has been determined which of these the families need more in terms of family education. It is also seen that most of the families want to receive education in the morning and twice a week on weekdays. In addition, it was determined whether the educational needs of families differ according to the age of the child, the age of the mother, the age of the father, the education of the mother, the education of the father, the profession of the father, the family togetherness and the family income level.

This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.

In order for the educational processes in schools to be carried out as designed, all internal and external elements of the school should be in harmony and cooperation. In order to achieve this harmony, it is necessary to determine the situation of the school correctly and to manage the risks defined as uncertainty and opportunities for the future. The most important condition for making the right interventions are against risks are to develop measures by taking advantage of the experiences of people who are exposed to risks and who are most affected by these risks. In this way, the effectiveness and efficiency of the school can be increased. In this study conducted in this context, the opinions of school administrators and teachers on the measures that can be taken for risks that are considered to be of high importance in schools were examined. The study groups of the study consist of school administrators and teachers working in public high schools affiliated to the Ministry of National Education in Nigde city center. According to the results of the research carried out in qualitative design, regular inspections and risk analyzes of schools are among the measures that can be taken against risks with high scores, that the administrators appointed on the basis of merit are open to communication, fair, competent and impartial, and school staff create a corporate culture based on love, respect and mutual trust and the recommendations to respect disciplinary rules come to the fore.

The aim of the present study was to identify the administrative problems that school principals face at schools in the city located in the east of Turkey with high Syrian student population and to provide suggestions for overcoming these problems. The city is a province in Turkey having the highest ratio of Syrian to Turkish population with 95.61%. Therefore, the city is an important topic for the education and social integration of Syrian students. Based on the findings, it has been identified that school principals experience problems such as language and communication problems, crowded classrooms and environments, registration uncertainties, accordance between the parents (Turkish-Syrian), school culture, discipline and behavior. In addition, problems were also identified under headings such as financial resource insufficiency, personnel requirements and in-service training requirements. It has been emphasized that making courses more active, increasing the number of course hours for the targeted culture language will be more beneficial for overcoming the language issues. It has also been indicated that equal distribution of Syrian students to the schools and balancing the student ratio in the province through the use of transportation options if necessary will also be beneficial.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers' instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

The study aimed to develop a valid and reliable scale to measure the expectations of students from the discipline program implemented in their schools. The study was conducted with students studying in seven different high schools in fall semester of 2019-2020 school year. As a result of the Confirmatory Factor Analysis (CFA), a 5-point Likert scale with 3 dimensions and 22 items was established. It was revealed that the fit index values for the final form of the scale are X[superscript 2] = 360.92, df = 206, P = 0.00, RMSEA = 0.062, GFI = 0.86, AGFI = 0.82, CFI = 0.93, RMR = 0.063; NNFI = 0.92. Cronbach Alpha reliability test was used to test the reliability of the ultimate scale and test retest reliability value was used to measure the stability of the test. Reliability value for the whole test was determined as 0.823, for the factor of Effective Teaching Discipline Expectation as 717, for the factor of Behavioral Discipline Expectation as 596, and for the factor of Social Discipline Expectation as 0.636. Test retest reliability of the test was determined as 0.763. Upon the evaluation of the analyses made, it was concluded that scale on discipline expectations of students is a valid and reliable scale to measure the discipline expectations of the students studying in secondary education institutions in Turkey.

This study aimed to examine student and school characteristics that could affect adolescents' social and emotional learning (SEL) skills. The study group consisted of randomly selected 3017 high school students from 42 schools in Turkey. According to two-level Hierarchical Linear Modelling analysis findings, the mean SEL scores of schools differed statistically significantly. The variables of academic achievement, participation in events (scientific, artistic, sports, community services), adolescent-parent relationships, and absenteeism status variables were important predictors of SEL scores at the student level. The variables of the relationship between students, teacher-student relationships, number of students/teachers, music class (active use), number of student clubs in the school, parental involvement, presence of school counselor, and disciplinary action rate were important predictors of SEL scores at the school level. Findings were thoroughly discussed in relation to the existing literature, and recommendations were made for future studies and applications.

Purpose: This research was conducted to identify the responsibilities the parents did not fulfill. It was carried out in a primary school in Aydin province in the first half of the 2018-2019 academic year. Research Method: The research was a qualitative research design and a case study. A descriptive case study was adopted in this study. Nine primary school teachers were recruited according to the criterion sampling method. The data was gathered by a semi-structured interview form and descriptive data analysis was conducted. Results: According to the results of the study, it was found that the parents in the primary school did not fulfill their responsibilities adequately. These unfulfilled responsibilities were physical, educational and emotional responsibilities. The reasons for not being able to perform parental responsibilities were listed as economic, parent or family-related causes. Implications for Research and Practice: The study suggested that students should get free breakfast at school; couples should get parental training both before and after they have become parents, public service advertisements on responsibilities of parents should be broadcasted on TVs, and talks of imams should include the importance of parental responsibilities in their Friday preaches. These suggestions are believed to increase parents' participation in school activities and encourage them to comply with their parental responsibilities. Also, suggestions for researchers are given. The same research could be carried out in schools with low and high socio-economic students or private schools and public schools to make comparisons.

This study aimed at revealing the problems experienced by primary school teachers in classroom contexts which involve different cultures (Turkish, Iranian, Afghan, and Syrian). Phenomenology design was adopted in the study. The study group was defined through criterion sampling approach. Teachers serving at classrooms involving different cultures and teachers having different professional seniority were included in the study. Nine primary school teachers in total were interviewed, and the data were collected through open ended semi-structured interview questions. The data were analyzed through content analysis. After analysis of the data, the problems experienced by primary school teachers were gathered under three categories as; 1) problems experienced by themselves as teachers, 2) problems experienced in terms of students, and 3) problems experienced in terms of parents.

The purpose of the research is to reveal the individual values perceptions of the teachers working in the Burdur Provincial Directorate of National Education operating under the body of the Ministry of National Education. Participants comprised 131 male and 169 female teachers. When the mean and standard deviation values regarding the teachers' perceptions of individual values in their workplaces were examined, it was seen that they agreed with the discipline and responsibility dimension, they were undecided about the trust and forgiveness dimension, and they agreed with the honesty and sharing dimension as well as the respect and truth dimension. When perceptions were examined according to range values for the respect and truth dimension, there were significant differences the trust and forgiveness dimension and the sharing and respect dimension. Accordingly, male teachers' perception levels in the trust and forgiveness dimension were significantly higher than the levels of the female teachers. On the other hand, the perception levels of the female teachers in the sharing and respect dimension were significantly higher than the levels of the male teachers. The perception levels of the single teachers in the trust and forgiveness dimension were significantly higher than the levels of the married teachers. On the other hand, the perception levels of the married teachers in the sharing and respect dimension were significantly higher than the levels of the single teachers. According to the results that we evaluated by the task type variable, a significant difference between groups was observed only in the trust and forgiveness dimension. Accordingly, the perception levels of the contracted teachers in the trust and forgiveness dimension were significantly higher than the levels of the permanent teachers.

The aim of this study is to determine the effective strategies for managing disruptive behaviors in a classroom-based on the opinions of teachers. In the present study, the qualitative case study methodology was used. The study was conducted with the participation of 19 female, 16 male teachers working at 7 different types of high schools (Anatolian High School, Science High School, Religious High School, etc.) located in Sanliurfa province, Karaköprü district. The participants were selected through the maximum variation sampling technique. The data of the study was collected from a total of 35 volunteer teachers; 5 from each high school, with different seniority (3-22 years) and different subjects (vocational and academic subjects). The data for this study was collected using a semi-structured interview and analyzed by content analysis. According to the opinions of the participants; two main themes were formed as a. preventive strategies (rule-setting, building a good student-teacher relationship, instructional interactions) and b. behavior control strategies (direct or indirect intervention, punishment, after the class talk, referral).

The aim of this study is to determine the classroom discipline problems faced by science teachers in classroom management and the ways of solutions they have developed for these problems. The study was carried out in the fall semester of the 2019-2020 academic year. In the study, scanning method, one of the descriptive research methods, was used. The sample of the study consists of a total of 55 pre-service teachers, 30 of whom are male and 25 of whom are female. The data of the study were obtained through a questionnaire developed by the researchers. The questionnaire includes 6 open-ended questions to identify the classroom discipline problems faced by science teachers in the classroom where prospective teachers are observers. The participants were given approximately 20 minutes to complete the questionnaire. Science teacher candidates also completed the questionnaire within the specified time. The data obtained from the questionnaire were subjected to descriptive and content analysis. The data obtained from prospective teachers are presented in the findings section in a purposeful and detailed manner. 2 faculty members and 2 teachers created the themes and codes for each question by jointly evaluating the answers given by the preservice teachers to the questionnaire. It was determined that 2 faculty members and teachers agreed to a large extent on the results obtained. As a result of the study, the teachers; it was determined that they encountered behavioral problems such as indifference, disrespect, behavioral disorder, lesson adaptation, communication, psychological problem, and order. It was concluded that the negative behavior problems encountered were caused by teachers, students and environment. On the other hand, it was determined that behavioral problems, financial situation and technology were the basis of students' displaying behaviors that cause problems in the classroom. Another conclusion reached in the study is that students exhibiting undesirable behavior are exposed to various reactions. In the light of the results obtained, suggestions for solutions that can be developed by revealing the underlying reasons of students' undesirable behavior are presented.

The aim of this study was to demonstrate the opinions of teacher candidates, who were born after 2000 and called Generation Z, about the concept of school autonomy. This quantitative research was conducted according to the descriptive survey model. The data obtained is based on the responses given by teacher candidates to the "School Autonomy" questionnaire that was prepared for school administrators as part of the 2012 PISA exam. Generation Z teacher candidates in general hold the opinion that the authority to make decisions should lie with the school when it comes to determining the annual school budget, making disciplinary decisions about students, evaluating students' success, accepting students to school, choosing textbooks and determining the courses to be taught. Teacher candidates also believe that the ministry, provincial education directorates and schools should cooperate in the selection of schools and determination of their annual salaries.

School climate which is strongly related with the students' outcomes includes some of the components, among which disciplinary climate in schools was expressed as the dominant one. Safety and order in schools which is strongly related with the physical and emotional security stated as one of the indicator of disciplinary climate in schools. In disciplined schools, more opportunities are found to focus on learning and teaching. So, in these schools, there is a tendency of placing the academic success to the priority. In addition, allocating time to emphasizing on academic success is strongly related with having teaching time that is not interrupted by the basic needs of the students. Moreover, academic pressure which reflect the schools' emphasis on academic success have been discussed in recent studies with its advantages and disadvantages. In this study, the association of safety, order and disciplined issues, limitation of teaching by students' needs, academic pressure, teachers' gender and education level with the schools' emphasis on academic success was investigated by scrutinizing the 4th grade teachers' responses in TIMSS 2015 for three different countries, Finland, Singapore, and Turkey, respectively. Multiple logistic regression was run to analyze the data. The results revealed that schools' emphasis on academic success varies across three countries after controlling aforementioned variables. In addition, the estimated odds ratio for the explanatory variable of "safe, orderly and disciplined school" has the highest value among the explanatory variables for the three countries. [This study was presented as an oral presentation at ERPA International Congresses on Education, 10-12 April 2020.]

The purpose of the research is to define the factors that negatively affect education and learning process. Descriptive content analysis, one of the non-interactive qualitative research designs, was used to analyze the data. The analyses were conducted in six stages. First, aim, subject, and research questions were determined. Literature review was done according to the inclusion and exclusion criteria, the literature was read, the literature tags were created in the form of a table, the codes, categories, themes were created inductively according to the descriptive content analysis, and finally, analysis, association, interpretation, signification, and reporting were made. To this aim, 238 research conducted between 2014 and 2018 were jointly investigated within the framework of determined criteria. Correlation between raters was determined as rp= 0.94. According to the obtained results, variables that negatively affect learning related to technology and media may be indicated as phone, tablet, computer, game, internet, cartoons, social media, television, and TV series. Private teaching institutions and central examinations that negatively affect teaching are among the variables related to exams. Negative and disruptive factors arising from the school, education system, and educational practices; assignments, disconnection from real life, discipline problems, legislation and procedures, teaching practices that do not change or be updated, and a low possibility for failing a class are educational fashions. Addiction related viruses such as drugs, technology addiction, smoking habits affect education negatively. Obesity and excessive consumption culture and unhealthy nutrition problems that are health-related problems are also observed. Violence, swearing, using slang words, peer bullying, moral collapse, noise pollution, and problems stemming from ignoring others are the problems arising from all kinds of school environments.

Teacher education programs are often accused of failing to prepare preservice teachers for real life classroom situations. In the case of research on classroom management, the focal point is often classroom teachers and their educational and behavioral goals rather than students' experiences. This study aims to explore the perspectives of preservice teachers on their attitudes and behaviors in the university classrooms. For this purpose, 40 preservice teachers, who studied in the Early Childhood Education department at a state university in Turkey, were selected. The interview was chosen as the data collection method. The interview questions were based on the questions that Cothran, Kulinna and Garrahy (2003) used in their study with the secondary physical education students. The collected data were analyzed by the constant comparison method (Glaser & Strauss, 1967) and common themes were constructed through the analytic induction method (LeCompte & Preissle, 1993). In this study, the findings indicated that incompatible behaviors served different functions in teacher education classrooms. The preservice teachers perceived punitive teacher responses to students' negative behaviors as compelling, ineffective and mostly humiliating practices. The preservice teachers provided three main elements that affect their attitudes, behaviors and experiences in a teacher education classroom. These elements were related to students, teachers, and the context of the classroom. The preservice teachers perceived their positive or negative behaviors mostly as reactions to the behavior of the teacher and the classroom environment.

The aim of this study is to examine classroom management competence level and investigate the factors that predict this level among students studying at faculty of education. This study is a quantitative study designed as a survey model. The study group of this research consists of 405 faculty of education students. Ordinal logistic regression analysis was used to analyze the data. According to research results, faculty of education students have a high level of (3.66) classroom management competence. In addition, the group who committed violence before has 0.63 times higher classroom management competence than the group who did not commit violence. The group piling up books has 2.40 times higher classroom management competence than the group who does not. Classroom management competence is 3 times higher in the group who evaluates themselves as a successful teacher. It was confirmed that the group who evaluates themselves successful at courses has 1.67 times higher classroom management competence.

This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a holistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.

Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore, teachers' perception and knowledge level for this concept should be determined. In order to achieve this purpose, the study was prepared by using qualitative research method. The sample group of the study consists of nine physical education teachers who were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 30 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that according to physical education teachers, firstly family and after school teachers are responsible for teaching values. Value education through physical education is necessary and it is considered to be positively reflected in school discipline. It is also stated that in the teacher training programs there should be practical courses for direct values education as well as theoretical courses.

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students' views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding, and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee, and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, and informing everybody about the rules. Children's perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

In this study, it was investigated the behaviors of primary and secondary school students were perceived as problematic by teachers and whether or not teachers' burnout situations are influencing this perception. 188 teachers which of 112 females (60%) and 76 males (40%) constituted the sample group. Maslach Burnout Inventory and a short questionnaire form were used for data collection. It has been shown that the decrease in the level of burnout of teachers leads them to be more sensitive to their students and to prefer more constructive and humanist methods to correct the behaviors of the students they perceive as problematic. It was also found that the increase in the burnout level of the teachers led to more disciplinary attitudes towards the students.

This study attempted to examine the impact of interregional and urban--rural population movements on schools located in areas subjected to high in-migration and outmigration flows in Turkey based on data collected from primary school supervisors (N = 150). A cross-sectional survey design was utilized to examine the most pressing problems confronted in those schools, and possible actions that could be taken by various stakeholders were sought. Overall data suggest that those schools serve mostly disadvantaged populations with poor households. Among the main challenges revealed are lack of adequate school resources and poor facilities, problems caused due to ineffective and untimely implementation of the program, high personnel turnover and recruitment of largely inexperienced and relatively less qualified educational staff, and lower levels of parental involvement in children's schooling. Accordingly, proposed recommendations focused on measures to eliminate capacity and resource constraints, improve hiring practices, and secure adequate supervision and support for educational staff, meet academic and socio-emotional needs of students and facilitate parental involvement in the education of children.

Many research carried out so far have demonstrated that there is a direct relationship between individuals' happiness and aspects of their behaviours. That is to say, happiness has a positive relationship with life quality, job satisfaction, aggression, self-efficacy levels of individuals, vitality, optimism, altruism (self-sacrifice for the welfare of others without benefit), authenticity and self-compassion. According to the results of the research carried out by Senturk (2011), it was observed that the level of happiness may change in terms of socio-demographic features; however it provides similar results fundamentally. In his research, Sarici (2016) established that the level of happiness in the family has a positive meaningful impact on the examination results of secondary school education. In a research conducted with university students, no meaningful difference among the happiness, optimism and altruism levels of students was observed in terms of gender variable. However, the same research demonstrated that there was a meaningful difference among the happiness, optimism and altruism levels of students in terms of faculty variable. The aim of the present research is to determine the educational situations that make student teachers happy and unhappy throughout their educational lives. In line with this aim, the following questions were studied: What are the school experiences-memories that make students happy? What are the school experiences-memories that make students unhappy? What should be increased and provided more in schools? Research Model? Case study method from qualitative research methods was used in the research. Case study enables deliberate examination of the research subject. It is a favoured method in understanding various topics of education, especially when the questions of "what, how, why" are posed in the present research, the case is educational experiences and memories that make students happy and unhappy throughout their educational lives. Data Collection, Analysis and Interpretation: In the research, interviewing method was used in data collection. The data were analysed with content analysis techniques and were presented regarding the questions posed in interview processes. Accordingly, similar data were gathered within certain concepts. They were organized and interpreted. Opinions of the participants were cited without any change. Identities of the participants were kept private and pseudonyms for the students were used in each interview form in data analysis. Research process and operations were tried to be explained in detail in order to increase the transmissibility of the research. All of the findings were provided in order to increase the internal consistency. Study Group: Maximum variation sampling techniques from purposeful sampling method were used in determining the study group of the research. The study group consists of 178 students who study in various sections of faculty of education in Duzce province in 2016-2017 academic year. Also, the students participated in the research voluntarily. Results: since the educational system is based on examinations and grades, students become happy when they get higher grades and they become unhappy for low grades. In secondary education, what makes students happy the most is the presence and quality of social relationship, as a result of social and emotional development. It was observed that university students become happier when they experience positive behaviours and attitudes for their interests, values and respects.

This study experimentally investigated preservice teachers' responses to student misbehavior according to the ethnic background of the student. Preservice teachers were presented with a verbal description of either an ethnic minority or an ethnic majority student. Afterwards, they were asked to estimate how likely they would be to apply each of 12 intervention strategies ranging from very mild to very harsh interventions. The results showed that preservice teachers consistently applied more strategies, and often harsher ones, in response to ethnic minority students' misbehavior. Results are discussed in terms of the mechanisms that might underlie this ethnic bias among preservice teachers.

The present study investigated school principals' views on students' development of academic skills. The study adopted phenomenology, which is a qualitative research strategy, as the research design. The data collected from participants have been analyzed both inductively and deductively. Two main themes (school administrative and centralised practices and regulations) and 12 sub-themes emerged from the analysis. With limitations in mind, principals' leadership skills, the synergy in schools, the effectiveness of the discipline system in schools, parents' level of interests in and visits to schools and the quality of such visits, the student and parent profiles , and the educational policies of the Turkish Ministry of National Education have been found to be among the factors affecting schools' levels of academic success. The complex nature of schools not only causes differentiation among their aims and practices but also decreases the significance of comparing their success rates.

The purpose of the current study was to examine power assertive parental discipline and child difficult temperament as predictors of children's behaviour problems (internalizing, externalizing, and total behaviour problems) as well as mediating role of difficult temperament between power assertive parental discipline and children's behaviour problems. Participants were 118 children (53 boys) and their parents for the current study. Children's age ranged from 16 months to 36 months (M = 27.91, SD = 5.67). Mothers reported on their power assertive parental discipline, child temperament, and behaviour problems of children. Results from regression analysis showed that: (1) there was a positive association between parents' power assertive discipline and child behaviour problems. (2) Child difficult temperament was positively associated with children's internalizing, externalizing and total behaviour problems. (3) Children's difficult temperament mediated the association between power assertive discipline and child behaviour problems. Limitations and future directions of the current study are discussed.

This study was aimed to identify the relationship between teachers' trust in students and their classroom discipline beliefs. Correlational research design was used in this study. Participants of the study were 255 teachers who worked in Kocaeli, a city from the Marmara region of Turkey. Data were gathered with trust instrument which was developed by Mayer and Davis (1999), and beliefs about discipline inventory which was developed by Glickman and Tamashiro (cited in Wolfgang & Glickman, 1986). The relationship between teachers' trust in students and their beliefs about classroom discipline were tested using correlation technique. Results indicated that there was a moderate, negative relationship between teachers' trust in students and their scores of rules and consequences model; there was a low, positive relationship between teachers' trust in towards students and their scores of relationship-listening model; and there was a low, positive relationship between teachers' trust in students and their scores of confronting-contracting model.

The aim of this research is to assess the opinions of students in a variety of high schools at different class levels who received disciplinary punishment for violence. The research comprised 35 boys and 10 girls, for a total of 45 students. The data for the research were obtained with semi-structured interviews. The results show that the students used violence due to insufficient anger control, insufficient problem solving skills, and problems with delayed gratification and peer support. Additionally, it was found that the academic success of the students was low, they were repeating classes, had absences from school and problems with their families. During students' evaluation of the events for which they received disciplinary punishments, they stated that they would experience the same problems in similar situations or would quickly remove themselves from the scene as a solution. The guidance service, which is the school support service, helped; however this was insufficient and it was emphasized that management and teachers did not show sufficient interest. Additionally though some of the students were receiving medical treatment, it was observed that their problems continued. This situation was evaluated as showing that to solve the problem team work is necessary. In conclusion, in addition to medical evaluation of students for antagonism disorder and behavior disorder, it is proposed that projects with a holistic basis including family training, anger control studies, conflict resolution skills and peer mediation training supported by social services are necessary.

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.

The fundamental parts of the educational processes are teachers and students. The study aims to determine the common mistakes done by teachers in the classrooms. The research was conducted to 278 third year students in the departments of English Language Teaching, Turkish Language Teaching, and Fine Arts Teaching in 2012-2013 academic year. The research was conducted through the descriptive model in the survey research types. "What are the most common mistakes done by teachers in classrooms?" was asked to teacher trainees in questionnaire. The analysis was done by the content analysis among the qualitative research techniques. Findings are classified in the themes of "classroom management and discipline, teaching, communication, personal qualities, ethics, measurement and assessment, and other mistakes". Hence, many problems such as "failure to establish the authority and compensating it through being harsh toward students, being much more authoritarian and disciplined, seeing himself/herself as the authority source" emerged in this perspective. Furthermore, many inadequacies such as not being positive and gentle, negative attitudes, choosing attitudes directing students in a difficult situations, anger, having peaceful mood, threatening students with bad grades, claiming that he/she is the best, reflecting psychological problems in the classroom are determined at the end of the study.

Within the tradition of ethnographic classroom research, this paper studies how pupils with a minority background are disciplined and participate in different school subjects such as Danish, English, math and science in Danish primary and lower secondary school settings. Whereas most research on minority children in classroom contexts focuses either on classroom social norms or effectiveness of teaching methods, this paper aims to understand how classroom behavioural norms and the norms for legitimate participation in the knowledge practices of different subjects impact each other. On one hand, our principal findings indicate that the teacher's foregrounding of behavioural norms in the classroom seems to displace knowledge practices, producing power struggles between pupils and their teachers. On the other hand, the teacher's foregrounding of knowledge practices tends to make schooling more meaningful for pupils, thereby reducing power struggles.

The purpose of this study is to examine secondary school student perceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane's T2 test was conducted when the analyses were not homogeneous. Kruskal Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskal Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents' variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents' variables; but is significantly different according to the parental educational status and number of siblings' variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.

The purpose of this study is to evaluate the criteria utilized to select school principals from the point of view of participants who participated in principal selection process in Turkey. In this study, the criteria utilized in the selection process of school principal were evaluated by participants who appointed or not appointed at the end of the process as a school principals. A semi-structured interview form was used for data collection and the descriptive analysis was used for analysis of data. The interviews were conducted with 24 participants in the province of Istanbul and Canakkale. They were found that General and Specific Features were found appropriate and sufficient from most participants. Even though, there were slight disagreements among participants regarding appropriateness of criteria of personal features being evaluated, most of the participants thought they were sufficient. The most controversial criteria were award types owned by participants and the points assigned to the awards. Almost all of the participants do not agree upon both the type of the awards and the points assigned to the awards. Another topic of discussion is influence of the interview on result and its content. More than half of the participants emphasized that both impact of the interview on overall result and its content neither fair nor objective.

The objective of this study is to examine the teacher and parent views on the instruction of 5th grade students by branch teachers. This study is designed according to the phenomenology design and uses qualitative data. In order to collect data, open-ended questions were asked to 18 teachers and 16 parents of 5th grade students on the subject, and the responses were analyzed. According to the results of the study, for parents, the disadvantageous aspects of instruction of 5th grade students by branch teachers are that the students could not express themselves in the new class, there is no one knowing and monitoring them closely in the new class and students have difficulty in doing the performance homework. On the other hand, advantageous aspects for students according to parents are that branch teachers give instruction as they have command on the subject and students take multiple teachers as models. The study found the disadvantageous aspects for teachers as having difficulty in completing the curriculum, following homework and maintaining classroom discipline.

Problem Statement: Teacher self-efficacy is important factor for school and student success. This study investigates the variables that explain teacher self-efficacy in Turkey and South Korea according to TALIS 2008 data. A detailed comparison was conducted and the state of the teaching profession in both countries is discussed. Purpose of the Study: The study aims to compare the teaching profession in Turkey and South Korea in relation to teacher self-efficacy. Method: Data relating to a total of 6194 teachers participating in TALIS 2008 from Turkey and South Korea were re-analyzed and evaluated in relation to teacher self-efficacy. For this purpose TALIS 2008 data were taken from the OECD official web page and subjected to stepwise multiple regression analysis in relation to the variables that can explain teacher self-efficacy. Findings: Results indicated that in both countries, the variable that best explains the teacher self-efficacy is teacher-student relations in the school environment (TSRELAT). The second variable that best explains the teacher self-efficacy is the classroom disciplinary climate (CCLIMATE) for Turkish teachers, it is professional collaboration (TCCOLLAB) for South Korean teachers. Third variable is professional collaboration for Turkish teachers, while it is classroom disciplinary climate and teacher's job satisfaction in South Korean teachers. Job satisfaction is the fourth variable that explains the teacher perception of self-efficacy in Turkey. Lastly, while the respect given for the teaching profession within the society appears to be a weak variable for explaining self-efficacy level of Turkish teachers; it appears to be a more effective variable for South Korean teachers. All the variables together explain 22% of the variance in Turkey and 28% of the variance in Korea in relation to teacher self-efficacy. Conclusion and Recommendations: The variable that best explains the teacher self-efficacy in both countries was found to be teacher-student relations in the school. Results were discussed by supporting the literature.

Problem Statement: Disciplinary rules are necessary for students to benefit from education and training activities without any problems or shortcomings in the school environment. Governed by a regulation in Turkey, these rules prescribe such penalties as reprimand, short-term suspension, changing of schools or exclusion from formal education institutions. On the other hand, various national or international legal arrangements define children's fundamental rights and freedoms. Students below the age of 18 are also entitled to fundamental rights and freedoms by reason of such legal arrangements. One of these arrangements recognise the freedom of thought and expression. The children's/students' freedom of thought and expression within the school environment, as well as the limitations thereof, are of a disputed nature. In the light of such disputes, the problem addressed by the present study concerns the evaluation of the effects of disciplinary regulations and practices on students' freedom of thought and expression in line with students' own opinions. Purpose of Study: The present study aims to identify how secondary school students consider the freedom of thought and expression within the context of disciplinary regulations and practices. Methods: The study is a qualitative study designed and implemented in a phenomenological pattern. The sample of the study was composed, in line with the maximum diversity sampling technique, of 15 students from amongst all students enrolled at general public and private secondary education institutions located in the central districts of the province of Ankara. 15 students were interviewed face-to-face in accordance with the semi-structured interview forms. The interviews were recorded on paper and made subject to content analysis. The analysis categories (themes) were defined, in parallel with the objective of the study, as the evaluation of disciplinary regulations and practices applied to students in secondary schools within the dimension of the "Freedom of Thought and Expression". The subcategories were identified with the inductive method during the analyses. Findings and Results: The opinions of students on the freedom of thought and expression were collected in the categories of "speech" and "participation". The opinions of students on such practices as hanging banners, distributing brochures and leaflets, printing newspapers or magazines or wearing pins and armbands, etc. for educational purposes in schools were assessed in the categories of "yes", "conditional yes" and "no". Their opinions concerning the conduct of such practices for political purposes were addressed in the categories of "yes" and "no". Finally, the opinions of students on the imposition of short-term suspension, expulsion or exclusion from formal education institutions on students for such practices were assessed in the categories of "considering the penalty dysfunctional" and "considering the penalty both functional and dysfunctional". The students taking part in the study can be stated to have a conceptual knowledge of the freedom in question and a perception of the same as the right to speak. The study concluded that students mostly included the practices of hanging banners, distributing brochures and leaflets, printing newspapers or magazines or wearing pins or armbands, etc., for educational purposes in the scope of the freedom of thought and expression, but excluded the conduct of the same practices for political purposes from the scope of the said freedom. Finally, the majority of participants found the imposition of disciplinary penalties on students for the conduct of such practices dysfunctional. Conclusions and Recommendations: In line with these results, it may be suggested that disciplinary rules be consistent with the age and maturity of students. Furthermore, objectivity and compliance with international norms and democratic society in the limitations concerning the freedom of thought and expression are of great significance.

This study examined the disciplinary behaviors displayed at secondary education institutions located in Turkey and the disciplinary punishments imposed for those behaviors. The study made an attempt to reveal how disciplinary punishments imposed at high schools were distributed by different variables and whether those punishments varied by year, school type, gender, grade, and province. That was a historical study because it focused on six semesters between the years 2006 and 2009. That was also a descriptive quantitative study as it revealed the disciplinary punishments imposed at the above-mentioned schools. Research data were analyzed via SPSS package. Physical violence behaviors are the most frequently seen disciplinary behaviors at schools. In addition, teachers impose punishments, which should normally be inflicted in the last resort, in the first place. In consideration of the research results, it is recommended to provide teachers with in-service training on the subject of approach to disciplinary problems, to enable them to change their approaches to disciplinary behaviors, and to make pre-service teachers take courses about conflict management during their education at faculties of education.

The concept of professional agency has recently been predominating in the field of teacher education. Despite this considerable attention given to exploring professional agency embedded in different contexts, there is still scarcity in research on teacher trainees' agentic roles. To this end, this study focuses on exploring the impact of practicum teaching on the construction of a professional agency of teacher trainees in three countries. Eleven teacher trainees (four from Turkey, three from Poland and four from Portugal) prepared reflection reports responding to 12 open-ended questions focusing on factors that contribute to or detract professional agency. The reflection reports displayed supporting and detracting factors about professional agency as self-related (responsibility, perseverance and sense of belonging to the profession), mentor-related (rapport, modelling, being a team member and decision-making, constructive feedback, allowing adequate space) and classroom and student-related issues (authenticity, role in students' eye, discipline and classroom management).

The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers' reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years' teaching experience. The logbook and interview were the main data collection tools used to reflect novice teachers' challenging moments. The data were recorded and transcribed separately in the two countries, and then the categories across the data were identified and the codes compared. The results mainly indicate that the novice teachers in both contexts are learning from their bumpy moments and using their problem-solving skills, based on either their repertoire gained during school practicum or their own strategies developed over time to find solutions to their challenging experiences.

The purpose of this descriptive study was to investigate pre-service teachers' beliefs about classroom discipline in terms of different variables. The sample of the study was 731 2nd, 3rd, and 4th year pre-service teachers from seven different programs at Kocaeli University Faculty of Education in the 2010-2011 academic year. The participants were administered the Beliefs about Discipline Inventory which yields three separate discipline model scores: relationship-listening, confronting-contracting, and rules and consequences. Scores were compared based on gender, program, years in the program and having taken Classroom Management and Student Teaching courses. The findings showed that the most preferred discipline model was the confronting-contracting with moderate levels of teacher control and the least preferred discipline model was the rules and consequences with high levels of teacher control. Pre-service teachers who completed the Student Teaching course had significantly higher scores on the rules and consequences model compared to their counterparts. Similarly, males received significantly higher rules and consequences scores compared to females. In terms of different programs, participants from the early childhood education program received significantly higher scores on the least authoritarian model of relationship-listening compared to the pre-service teachers in the other programs.