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Socialization process has a significant impact on learning, which is a basic requirement for both the organization and the role performance of the newcomer to the organization. It is considered very important for a new member to socialize organizationally and professionally. This paper focuses on revealing the process of organizational and professional socialization of academicians. In accordance with this purpose, in-depth interviews were conducted with 14 research assistants from various fields as representative of the academician group. The data obtained from the interviews were analyzed by content analysis method and some conceptual determinations were generated. According to the findings, almost all the academicians did not encounter any practice or socialization tool that would make them feel belonging to the profession and the organization or that would ensure their harmony with the institution they were in. The participants, who stated that they try to learn both the requirements of the profession and the problems they encounter in the organization mostly by their own individual efforts, stated that they achieved satisfaction far below their expectations, especially at the entry stage. As a result, it has been revealed that academicians are mostly alone in the process of learning academic life from the pre-entry stage to the settlement stage. It is necessary to establish certain programs at each university in order to socialize research assistants, who are in the first phase of the path to becoming faculty members, both in the organizational and professional context. It is further recommended that activities should be organized that will provide the following: direct assistance for time management, understanding scientific/academic processes, and learning organizational norms and values.

The quality of school leaders and teachers is critical to both school development and student achievement. Thus, quality school leaders are needed for teachers to perform their assigned roles and tasks in line with the school goals. This paper examined the effect of transformational leadership behaviours of school principals on teacher agency. The study adopted a correlational research method and was conducted with 349 teachers working in primary, middle, and secondary schools of 15 cities located in eastern, central, and western Anatolia regions. Based on the variables observed in the school, path analysis was applied to analyse the relationships between implicit variables. A direct relationship was found between the transformational leadership practice of school principals and teachers' behaviours. In addition, transformational leadership practices of school principals had a direct as well as a moderate effect on teacher agency; teacher self-efficacy led to an indirect increase on this effect.

The study aimed to determine how lecturers have adopted organizational democracy and academic freedom in Turkish state universities, as well as to find out their views on its appropriation for Turkey. A correlative descriptive survey model is used in this study. The study sample was included 418 academics working at state universities in Ankara. For this research, an "Organizational Democracy Scale? and an "Academic Freedom Scale? were developed and employed by the researcher, and the obtained data were analyzed using SPSS statistical software. The arithmetic mean and the standard deviation were calculated for the answers provided by the academics. Regression analysis was conducted to find out the effect of organizational democracy on academic freedom. In the qualitative phase of the study, face-to-face interviews were conducted with 20 academics. NVivo 10 software was used to analyze the content of the interviews. At the end of the study, it was found that university administrations should avoid discriminative attitudes; should account for their decisions and implementations; deans and faculty boards should be elected democratically; all stakeholders (apart from academics), including students, should take part in both elections and be involved in management processes; and finally, the election system should be more democratic.

This study aimed to investigate the relationship between social capital and innovative climate in secondary schools. Relational model was used in the research. 700 teachers from upper secondary schools were recruited through stratified sampling method. Data were collected through "Social Capital in Schools Scale" and "Innovative Climate in Schools Scale". Mean, correlation and regression analyzes were used for data analysis. The results of the relationship between concepts revealed a positive high level of correlation between the social capital and the innovative climate in schools. Positive moderate and high significant relationships were found between the dimensions of social capital and the innovative climate of (except for openness to innovation). Finally, it was concluded that the social capital dimensions were a significant predictor of the innovative climate. Results were discussed within the scope of the development of social capital and innovative climate in schools.

The purpose of this study is to reveal the professional and organizational socialization experiences of elementary school teachers of Ankara Province. The study was conducted through phenomenological design and the data, based on descriptive and content analysis, collected through a semi-structured interview form. The participants comprised of five public and five private elementary school teachers, having at least five years of professional experience were selected through "maximum variation" and "criterion" sampling methods. The finding of study revealed that before starting their job, the teachers had optimistic expectations such as school administrations' providing guidance, cooperative colleagues, ambitious students and supportive parents. In the entry stage of socialization, teachers have reality shock. In adaptation of teachers to their profession and the school, colleague responses are prominent as well as individual activities. In metamorphosis stage, private schools exert more efforts than public schools do in their adaption. The participants suggest that MoNE should assign suitable councelling teachers and develop the control mechanism for more effective socialization process. In light of the findings, internet-based programs should be developed to provide materials and to have e-courses. For colleague interaction, systems such as mentoring and coaching should be actively implemented.

This study aimed to the meaningfulness of their work from their own perspective in relation to a set of variables. In this study descriptive survey design was used. In order to collect the data Meaningful Work Scale was developed and used. The participants of the study comprised of 385 academic staff members from three different public universities. To analyze the data mean, standard deviation, frequency, and one-way ANOVA were used. The results revealed that participants find their work meaningful in terms of the work itself, sense of contribution, sense of self and sense of balance in the respective order. Opinions of academics differ according to academic title, discipline on sense of self and sense of contribution dimensions. Academics at the Faculty of Medicine find their work more meaningful when compared with education, economics and administrative sciences faculties academicians in relation to the sense of contribution dimension. The professors find their work relatively more meaningful than the assistant professors both in relation to the sense of self and sense of contribution dimensions. In the context of the relation of meaningful work on motivation and job satisfaction, manageable workload, work-life balance and mentoring programs, total reward-recognition system in higher education can be recommended.

Schools operate in an environment heavily influenced by institutional and political factors. While standardizing effects of strict legal regulations and the public education system impose certain structural and professional limitations on schools, political pressures from various interest groups may create gaps between rules and school practices. It can be suggested that school administrators can benefit from these gaps to legitimize school level practices. In this study, we examined the effects of proactive, protective and reactive legitimation strategies used by administrators on legitimacy perceptions of internal stakeholders. Using a prediction research design, the study was conducted with 365 administrators and 426 teachers working in 94 schools. The researchers developed a "Perceived Organizational Legitimacy Scale" and a "Legitimacy Management Strategies Scale" to gather data. Findings showed that proactive and protective strategies had positive effects on all types of legitimacy perceptions whereas reactive strategies had positive effects only on taken-for-grantedness. Moreover, reactive strategies mostly had negative effects on pragmatic legitimacy and comprehensibility, but no significant relationship was found between these strategies and moral legitimacy.

This study aims to determine the geographical discourse that occurs in the personal histories of adults aged 75 years and older and how they interpret and use them. We conducted interviews with elderly persons living in Çemisgezek (Chemishkezek), a village established along the Karasu River, a branch of the Euphrates River. Expert opinions were taken on the duration, number and time of the interviews. Interview texts were analysed after they were read, by the researcher, to the participants, and approved. This information, subjected to content analysis to reveal the grandeur of the themes, was classified and interpreted, according to physical and human geographical characteristics. During analyses, care was taken to make direct quotations and use local phrases and expressions as spoken. Subjects covered in the discourse between researcher and interviewee included astronomy, location determination, finding direction, telling time, climatic elements, settlement location, view of dwellings, materials used for constructing houses, preferred rooms according to the seasons, crop cultivation, tree trimming, leaving land fallow and the use of streams. Geographical arguments, in the discourses that participants put into practice, agree with published geographical information. However, several expressions for stars and sea have fallen into disuse. We discuss these findings by comparing them with the literature.

This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.

In international politics, governments may tend to favor countries with which they share some degree of cultural affinity. Moreover, international organizations can strengthen solidarity among their members. Not surprisingly, Muslim countries, which came together under the umbrella of the Organization of Islamic Cooperation (OIC), frequently state that they pursue Muslim solidarity in international politics. By looking at voting preferences of OIC member Muslim countries in the UN General Assembly about the selection of nonpermanent UN Security Council members, this article aims to understand Muslim solidarity in international politics. For this, the article uses newspaper reports, political statements, secret intelligence reports, and interviews regarding the votes of Muslim countries in contested elections in which a Muslim country competed with its non-Muslim rival for the same Security Council seat. Keywords Muslim solidarity--UN Security Council--Organization of Islamic Cooperation--voting in the UN General Assembly, 1 Introduction After spending a week in New York in October 2014 with lobbying efforts for a Turkish seat in the UN Security Council (UNSC), Minister of Foreign Affairs Mevlut [...]

Complex systems are social networks composed of interactive employees interconnected through collaborative, dynamic ties such as shared goals, perspectives and needs. Complex systems are largely based on "the complex system theory". The complex system theory focuses mainly on finding out and developing strategies and behaviours that foster continuous learning, resonating with new conditions and creativity in organizations with dynamic collaborative management mentality. Complex systems surely need leaders to manage complexity. Complexity leadership could be defined as adaptive mechanisms developed by complex organizations in new conditions required by the information age, rather than technical problems entailed by the industrial age. Complexity leadership is a joint, resultant product of the following three types of leadership: (1) administrative leadership based on strict control and a significant bureaucratic hierarchy (2) adaptive leadership fundamentally based on creative problem solving, resonating with new conditions and learning and (3) action-centered leadership that involves immediate decision-making mechanisms employed in crises and dynamic productivity. The study focuses on complexity leadership within the context of the complexity leadership theory.

This study is designed to explore organizational socialization and organizational performance levels of secondary school teachers and the relation between the two variables mentioned. The study is designed as correlational research. The target population of the research consists of 5744 teachers who work in public and private Anatolian high schools in the center of Ankara, the capital city of Turkey. Using the stratified sampling technique, 650 participant teachers have been included in the sample. This study has revealed that the participants are relatively more socialized in the organizational socialization language factor, which is followed by socialization levels in the following factors: performance proficiency, people, history, organizational goals and values, and politics. The socialization levels of teachers indicate significant differences in the history and language factors according to gender. In all the factors, the participant private school teachers are found to be more socialized than the public school teachers. Their organizational performance levels significantly vary according to gender and type of school. The performance of teachers in private schools is relatively higher than that of those in public schools. There is a significant, moderate positive relation between organizational socialization and organizational performance.

In this study, it was aimed to determine the relationship between the organizational vulnerability and the self-confidence levels of teachers working in public secondary schools in Ankara. The study employed the relational survey model, one of the survey models and causal comparative model. The population of the study consisted of 16171 teachers working in nine central districts of Ankara, and the sample consisted of 377 teachers determined by using the stratified sampling method. Research data were collected with the Organizational Vulnerability Scale and the Self-Confidence Scale. In the analysis of the data, the statistics such as percentage, frequency and arithmetic mean were used to describe the situations related to the variables. In order to test whether the teachers' organizational vulnerability and the self-confidence levels varied significantly depending on the independent variables, t-test and one-way analysis of variance were used. The degree and the direction of the relationship between organizational vulnerability and self-confidence were determined by using the Pearson correlation coefficient, and whether self-confidence predicted organizational vulnerability was determined through multiple regression analysis. According to the analysis results, the teachers' level of defenselessness was relatively higher than their levels of sadness, incompetence and intolerance. The teachers' organizational vulnerability was found to not vary significantly depending on the variables of gender, school type, professional experience and union membership. However, their levels of defenselessness, sadness and general vulnerability were found to vary significantly depending on their education level and their level of incompetence was found to vary significantly depending on their branch. The teachers' level of self-confidence was found to not vary significantly depending on the variables of gender, union membership, education level and school type; however, their levels of intrinsic and general self-confidence were found to vary significantly depending on their branch and their levels of extrinsic self-confidence and general self-confidence were found to vary significantly depending on the variable of professional experience. There was low and negative correlation between the level of incompetence and the levels of intrinsic and extrinsic self-confidence. Self-confidence does not significantly predict organizational vulnerability. [ABSTRACT FROM AUTHOR]

High-level leader visits serve as credible signals in international relations, as they not only reveal the priorities of states in foreign relations but also convey messages to third parties. Observations of Turkey's elevated diplomatic encounters with Iran, China, and Russia suggest a potential deviation from the West, while visits to Middle Eastern capitals are interpreted as evidence of Turkey's Islamization. Beyond these individual cases, is it possible to identify a pattern of motivations that determine Turkey's visit dynamics? By constructing a novel dataset from primary sources like official state documents, " Turkey Visits ," which spans the period from 1989 to 2022, this study aims to both characterize the distribution patterns of high-level leader visits and investigate the underlying factors that influence these patterns. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24 general and Anatolian high schools from central districts of Ankara, it was found that students' perception of sociability and communication skill and determination were higher than the self-efficacy, hope and problem solving skills which were important components of resiliency. There were significant correlations between students' resiliency perceptions and gender, grade level, fathers' educational level, family income, grade point average and absenteeism of those students. Grade point average and absenteeism were found to be the most important demographic variables that predict student resiliency. Additionally results indicated that there were significant correlations between student resiliency and perceived support from family and peers and these variables were important predictors of student resiliency.

The aim of this study is to establish expectations of 5th grade students from Marmara University's Department of Geography Teaching on geographical field study in Western Anatolia. For this reason, a field study trip was organized to Western Anatolia. A survey, which was consisted of open-ended questions, was prepared by experts and it was conducted on students before and after the study. The survey revealed that 32.2% of the expectations were related to physical geography, 23.1% to human geography and 44.7% to economic geography. The accumulated data were analyzed using descriptive analysis technique. In conclusion, expectations of students were substantially satisfied after field study. After the fieldwork experience, 67.8% of student expectations were fully met, 7.1% of them were partially met, while 25.1% of their expectations were not fulfilled. It was also established that the rate of fulfilled expectations related to economic and human geography was higher than those related to physical geography. The findings were interpreted and suggestions were made concerning the issue.

The Evzai sect, included in the jurisprudential schools of thought and based in Damascus, had opportunities for dissemination, particularly during the Umayyad era, with political support. The political backing from the Umayyads allowed the doctrines of Evzai to be disseminated. The latter part of the 2nd century of the Hijra was a period marked by intense theological debates. Evzai, affiliated with the Ahl al-Hadith (People of Hadith) group, occasionally participated in these discussions, expressing his views when necessary. Politically endorsed by the Umayyads, Evzai's influence began to diminish, almost to the point of disappearance, following the rise of the Abbasids to power. In general, despite his expressions advocating refraining from theological debates and discouraging involvement in such discussions, Evzâî, in the views he puts forth when necessary, strives to emphasize adherence to the Salafi creed, making an effort not to deviate beyond its boundaries. [ABSTRACT FROM AUTHOR]