This study aims to investigate the influence of the school principal’s ethical leadership on teachers’ organizational behavior, attitudes, and perceptions and the moderating effect of some variables in this relationship. For this purpose, a meta-analysis of data collected from a total of 47 empirical studies involving 18,423 participants was performed. A random effects model was used to measure the overall effect sizes. The results showed that ethical leadership has a very strong positive effect on organizational trust and organizational justice, and a strong positive effect on job satisfaction, motivation, and organizational commitment. The analysis also revealed that ethical leadership has a strong negative relationship with organizational silence and a moderate negative relationship with mobbing and organizational cynicism. Among the tested moderators, only the level of education was found to moderate the effect of ethical leadership on organizational commitment. It was also concluded that ethical leadership has a greater effect on organizational commitment in primary schools. The current study evidenced that the ethical leadership of the school principal is an important variable in the organizational behavior, attitudes, and perceptions of teachers.

The relationship between teacher professional learning and school leadership has recently attracted great attention from scientists. However, only a few studies have focused on the relationship between innovative school leadership and teacher professional learning. Therefore, this study aimed to draw attention to the mediating role of the principal–teacher relationship in the relationship between innovative school leadership and teacher professional learning. The study used a quantitative method with a correlational, cross-sectional, and mediation design. Data obtained from 357 teachers working in high schools in Eskişehir, Türkiye, were examined with a mediation analysis based on the bootstrap method. The findings showed that teachers perceived their professional learning highly, school administrators perceived innovative school leadership characteristics highly, and principal–teacher relationships had a significant effect. In addition, moderate positive significant relationships were determined between innovative school leadership and teacher professional learning and principal–teacher relationships; low positive significant relationships were determined between teacher professional learning and principal–teacher relationships. It was determined that the principal–teacher relationship mediated innovative school leadership and teacher professional learning. Our results expand the field’s understanding that innovative leadership is practiced in Türkiye, an eastern society, and that school leadership has the potential to improve student outcomes indirectly through teacher professional learning.

Bu araştırmanın amacı özel eğitim gereksinimli öğrencilerin okul öncesi eğitiminde öğretmenlerin karşılaştıkları sorunları ve bu sorunlarla başa çıkma stratejilerini öğretmen görüşlerine göre incelemektir. Nitel araştırma yöntemlerinden fenomenoloji deseninin kullanıldığı araştırmanın çalışma grubunu özel eğitim anaokullarında görev yapan 17 öğretmen oluşturmaktadır. Yarı-yapılandırılmış görüşme formunun kullanıldığı araştırmada verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Araştırma sonucunda özel eğitim gereksinimli öğrencilerin okul öncesi eğitiminde karşılaşılan sorunlar velilerden kaynaklı sorunlar, okulun fiziki imkânlarından kaynaklı sorunlar ve öğretim sürecinde karşılaşılan sorunlar olmak üzere üç temada toplanmıştır. Öğretmenlerin bu sorunlarla başa çıkma stratejileri ise etkili iletişim kurma, öz bakım eğitimine daha fazla zaman ayırma, dikkat sürelerini göz önünde bulundurarak etkinlik sürelerini kısa tutma ve etkinlikleri çeşitlendirme, meslektaşlarla iş birliği yapma, istenmeyen davranışların nedenini tespit etme ve müdahalede bulunma, gerekli materyalleri imkânlar dâhilinde kendi hazırlama, aile eğitimi faaliyetleri düzenleme ve uyum süreçlerini uzun tutma olarak tespit edilmiştir. Araştırma bulgularına dayanarak; özel eğitim gereksinimli çocuğa sahip ailelere eğitim süreçlerindeki rol ve sorumlulukları hakkında bilinçlendirme faaliyetleri yapılması, özel eğitim gereksinimli öğrencilerin engel durumlarına uygun ihtiyaç duyulan ders materyallerinin bakanlıkça temin edilmesi, okul bahçeleri ve sınıflarının okul öncesi eğitime uygun olacak şekilde planlanarak yapılması, mevcut fiziki mekânların iyileştirilmesi önerilebilir.

Principal leadership behaviors affect the improvement of school outcomes significantly, not only by providing psychological and professional support for teachers but also by facilitating a positive learning environment at school. This has cultivated both policy and research interest in understanding how principals' leadership behaviors can leverage student outcomes both directly and indirectly through teachers. In this quest, three leadership models have become prominent due to their close relation to classroom instruction and learning: instructional, transformational, and distributed leadership. The current study aims to reveal the relationships between these leadership behaviors of principals and student outcomes as well as assess the mediating effect of teacher self-efficacy on this relationship. Utilizing meta-analytic structural equation modelling (MASEM) methodology, the study analyzes data from prior studies to offer a more comprehensive and holistic analysis of the complex relationships between the variables. The analysis of data from 90 studies showed that all three leadership behaviors affected student outcomes both directly and indirectly through teacher self-efficacy. They also had a moderate direct influence on teacher self-efficacy, while teacher self-efficacy had a moderate effect on student outcomes. These results reiterate the significance of principals' leadership for learning to facilitate student outcomes and suggest that the integrated practice of leadership in accordance with contextual requirements could leverage the effectiveness and improvement of schools.

Bu araştırmanın amacı, öğretmen motivasyonuyla örgütsel faktörler arasındaki ilişkilerin meta-analiz yöntemiyle incelenmesidir. Araştırmada 2007-2020 yıllarında Türkiye’de yapılmış 25 araştırmanın meta-analiz yöntemiyle analizi yapılmıştır. İlgili çalışmalar incelendiğinde öğretmen motivasyonuyla ilişkili 6 örgütsel faktör (okul müdürünün liderliği, okul müdürünün iletişim becerisi, örgüt kültürü, örgüt iklimi, örgütsel adalet ve yıldırma) belirlenmiştir. Araştırmada ortalama etki büyüklüğü değerleri pozitif ilişkiler bulanan tüm değişkenler için güçlü düzeyde (.543) iken özellikle okul müdürünün liderliği (.599), okul müdürünün iletişim becerisi (.590) ve örgüt kültürü (.586) ile öğretmen motivasyonu arasında güçlü düzeyde bir ilişkinin bulunduğu görülmektedir. Ayrıca yıldırma davranışları (.-1.454) ile öğretmen motivasyonu arasında negatif yönlü ve çok güçlü düzeyde bir ilişki bulunduğu sonucuna ulaşılmıştır. Araştırmada özellikle okulların yönetiminden birinci derecede sorumlu olan okul müdürünün liderliğinin ve iletişim becerisinin öğretmen motivasyonu üzerinde önemli belirleyicilerden olduğu görülmüştür. Bunun yanı sıra öğretmenlerin maruz kaldıkları yıldırmanın ise öğretmen motivasyonu üzerinde olumsuz etkisi bir kez daha ortaya çıkmıştır. Araştırma sonucunda öğretmen motivasyonu üzerinde en önemli faktörün yıldırma olduğu belirlenmiştir.

It has become increasingly important to provide equal educational opportunities to all students for quality and sustainable education in classrooms with rapidly increasing diversity. In this context, communication skills, social intelligence and intercultural sensitivity are important competences that can affect teacher performance and efficiency in classrooms. Despite the importance of these competencies, empirical studies examining the relationships between these variables are scarce. Consequently, this study aimed to investigate the relationships between teacher candidates’ communication skills and their intercultural sensitivity and social intelligence levels through the application of structural equation modeling (SEM). The participants were selected from among the teacher candidates studying at Kütahya Dumlupınar University, a public university in Türkiye, using simple random sampling method. The results indicated that teacher candidates had high levels of communication skills, intercultural sensitivity and social intelligence. In addition, while there was a significant positive relationship between communication skills and intercultural sensitivity level and social intelligence level at low level, there was a significant positive relationship between intercultural sensitivity and social intelligence level at medium level. Furthermore, communication skills and intercultural sensitivity were found to be significant predictors of social intelligence and intercultural sensitivity had a partial mediating role in the relationship between communication skills and social intelligence. In the study, it was concluded that teacher candidates’ communication skills predicted social intelligence through intercultural sensitivity.