In the global economic landscape, a nation’s ability to secure a prominent position is intricately linked to its capacity for knowledge augmentation and technological innovation. This correlation underscores the pivotal role of universities and academicians, whose importance directly reflects a country’s level of development. The effectual execution of educational, research, and innovative pursuits within university settings necessitates the presence of qualified, productive, and dedicated academicians. As key contributors to academic, social, and humanitarian spheres, academicians bear responsibilities spanning research, teaching, societal enlightenment, and problem solving within higher education. The scholarly productivity of researchers is commonly gauged through metrics involving scientific publications and academic engagements. Notably, in many countries, advancements and appointments within academic institutions are contingent on the demonstrated productivity of academicians. Aligning with this global trend, Turkey accordingly structures its promotion and appointment procedures within academia. This study aims to ascertain faculty members’ perspectives regarding academic productivity after their associate professors’ and professors’ appointments in Turkey. Furthermore, we endeavor to identify the underlying factors contributing to this decline and increase academic productivity. Our findings emphasize the intricate interplay of various factors influencing academic productivity and sustainability. These include the significance of institutional support, economic stability, intrinsic motivation, and challenges such as bureaucratic processes and gender-related issues, which collectively shape the academic landscape and faculty members’ ability to produce impactful research over time. The research study group comprised 20 faculty members working at a public University in Turkey in the 2022–2023 academic year. This study was prepared using a qualitative research model. This study used the interview technique, one of the data collection techniques used in process-based evaluation applications. Furthermore, the obtained data were analyzed using the content analysis technique used in qualitative research methods.

This paper examines the transformative role of Artificial Intelligence (AI) in school leadership and management. It examines how AI can enhance decision-making, personalize learning experiences, improve digital pedagogy, and increase administrative efficiency. Additionally, the study discusses the challenges and ethical concerns associated with AI integration in educational leadership, such as bias and transparency. To address these issues, the review proposes strategies for implementing AI tools that align with educational goals while promoting equity and accountability. Furthermore, it reviews relevant literature on digital pedagogy, which extends traditional teaching methods into the digital space. A clear understanding of technological possibilities and their practical applications is essential for effectively integrating AI into education.

Okul yöneticilerinin benimsedikleri liderlik tarzları ne olursa olsun, sorunlarla karşılaştıklarında farklı liderlik anlayışlarına uygun davranışlarda bulunmalıdırlar. Bu nedenle, okul yöneticilerinin ne tür uygulamaları, hangi koşullarda gerçekleştirdiklerinde daha etkili sonuçlara ulaşacaklarını bilmelerini sağlayan liderlik yönelimleri ön plana çıkmaktadır. Bu anlamda, geleceğin okul yöneticilerinin kaynağı olan öğretmen adaylarının liderlik yönelimlerinin incelenmesi araştırmanın amacını oluşturmaktadır. Araştırma, tarama modelinde olup, ölçme aracı olarak Bolman ve Deal'ın (1991) “Liderlik Yönelimleri Ölçeği” ve kişisel bilgi formundan oluşan anket kullanılmıştır. Araştırmanın örneklemini oransız küme örnekleme tekniğiyle belirlenen 452 öğretmen adayı oluşturmaktadır. Verilerin çözümlenmesinde t ve F testleri kullanılmış, etki genişliği değerleri hesaplanmıştır. Öğretmen adaylarının liderlik yönelimlerinde en yüksek ortalamaya sahip olan İnsan Kaynağı Perspektifi'nin aynı zamanda en çok öğretmen adayında ön plana çıkan liderlik yönelimi olduğu görülmektedir. Bu durumun çoğu öğretmen adayının yaşamları boyunca bulundukları öğrenim ortamlarında karşılaştıkları sorunların insan ilişkileri temelli olması ve farklı tür çözümlere ihtiyaç duyulan sorunlarla sıkça karşılaşmamalarından kaynaklandığı düşünülebilir. Bu bağlamda; eğitim ve öğretim sürecinde, zorlukların aşılmasında insana yönelik öğeler kadar yapısal, politik ve sembolik unsurlarının birlikte kullanılmasının daha etkin çözümler üretmelerini sağlayabileceğine dair öğrencilere erken yaşlardan itibaren farkındalık kazandırmaya yönelik uygulamalara yer verilmelidir. Anahtar Sözcükler: Liderlik, Liderlik yaklaşımları, Liderlik yönelimleri, Öğretmen adayı Extended Abstract Problem and Purpose: The roles of leaders are very important on the effectiveness of educational institutions which value both individual and social point of view greatly. This worth of school administrators' leadership roles arises from effecting all the duties and aims of school directly and indirectly. In this context, leadership behaviors of today's school administrators are emphasized more, and a significant impact of them in particular as instructional leaders on school performance is determined. Therefore, school administrators have to behave properly to different leadership understandings when confronted with various problems in the school regardless their dominant leadership styles and types. At this point, leadership orientations; ensuring to know what kind of applications reaching more effective results in circumstances, which school managers are leaders, come into prominence. In this sense, knowing leadership orientations of teacher candidates as future school administrators can be utilized for realizing the importance of using the leadership perspectives in pre-service training so leadership orientations of pre-service teachers made the subject of study. Method: The research is a descriptive study in survey model. The research sample consists of 452 pre-service teachers determined by disproportionately cluster sampling technique from Çanakkale Onsekiz Mart University Education Faculty. The questionnaire containing “Leadership Orientations Scale” and personal information form was used as data collection tool. Reliability coefficients in the scale are .92 for Structural Leadership, .93 for Human Resource Leadership, .91 for Political Leadership and .93 for Symbolic Leadership. The reliability coefficient of whole scale is .91 according to analyses in the research process. The data analysis was made use of SPSS 18.0 program. Primarily, descriptive statistics such as frequency, percentage, arithmetic mean, standard deviation of variables were examined. F and t tests; to examine the indicating significant differences at the mean scores of teacher candidates' leadership orientations according to selected variables, and LSD test; to find out the source of the differences, were used, and effect size values were calculated. Findings: According to findings, the mean scores of pre-service teachers' leadership orientations are X Ì…=3.78 for Structural Perspective, X Ì…=4.08 for Human Resource Perspective, X Ì…=3.49 for Politic Perspective and X Ì…=3.58 for Symbolic Perspective. Besides, the significant differences according to age variable are in favor of the older pre-service teachers on Structural, Human Resource and Political Perspectives and respect to gender in favor of female teacher candidates on Symbolic Perspective that is another result of the research. In addition, significant differences are in favor of the higher class level on Political and Symbolic Perspectives and depending on the study fields are in favor of student teachers studying at especially German Language Teaching and other foreign languages on Structural and Human Resources Perspectives. Also, there are significant differences on Structural, Human...

Background: The COVID-19 pandemic brought digital practices and engagement to the forefront of society, which were based on behavioral changes associated with adhering to different government mandates. Further behavioral changes included transitioning from working in the office to working from home, with the use of various social media and communication platforms to maintain a level of social connectedness, especially given that many people who were living in different types of communities, such as rural, urban, and city spaces, were socially isolated from friends, family members, and community groups. Although there is a growing body of research exploring how technology is being used by people, there is limited information and insight about the digital practices employed across different age cohorts living in different physical spaces and residing in different countries. Objective: This paper presents the findings from an international multisite study exploring the impact of social media and the internet on the health and well-being of individuals in different countries during the COVID-19 pandemic. Methods: Data were collected via a series of online surveys deployed between April 4, 2020, and September 30, 2021. The age of respondents varied from 18 years to over 60 years across the 3 regions of Europe, Asia, and North America. On exploring the associations of technology use, social connectedness, and sociodemographic factors with loneliness and well-being through bivariate and multivariate analyses, significant differences were observed. Results: The levels of loneliness were higher among respondents who used social media messengers or many social media apps than among those who did not use social media messengers or used ≤1 social media app. Additionally, the levels of loneliness were higher among respondents who were not members of an online community support group than among those who were members of an online community support group. Psychological well-being was significantly lower and loneliness was significantly higher among people living in small towns and rural areas than among those living in suburban and urban communities. Younger respondents (18-29 years old), single adults, unemployed individuals, and those with lower levels of education were more likely to experience loneliness. Conclusions: From an international and interdisciplinary perspective, policymakers and stakeholders should extend and explore interventions targeting loneliness experienced by single young adults and further examine how this may vary across geographies. The study findings have implications across the fields of gerontechnology, health sciences, social sciences, media communication, computers, and information technology. International Registered Report Identifier (IRRID): RR2-10.3389/fsoc.2020.574811

Background and Objectives: “Successful aging” concerns the process of growing older while maintaining physical, cognitive, and social well-being, emphasizing independence for overall satisfaction and quality of life. We investigate the impact of eHealth literacy on reducing loneliness and sustaining well-being during the pandemic, comparing middle- and high-income countries. Research Design and Methods: Online surveys were conducted between April 4, 2020, and September 30, 2021, collecting responses (N = 2,091) from medium- and high-income countries in Europe, Asia, and North America. T-tests and ANOVAs were used to test how sociodemographic predictors were associated with differences in e-Health literacy, loneliness, and well-being. Results: Respondents from high-income countries reported significantly higher well-being scores than those from middle-income countries and respondents from high-income countries had significantly higher e-HEALS (e-Health literacy) scores compared to middle-income countries. No significant difference was observed in loneliness scores between high-income and middle-income country respondents. Well-being is associated with age, with younger adults (18–29 years) and those aged 40+ reporting higher levels. Higher education and income are linked to greater well-being. Gender differences are observed, with females and those with a partner reporting higher well-being. In middle-income countries, higher education levels are more linked to loneliness, while in higher-income countries, loneliness is observed across education levels. Discussion and Implications: Future interventions by governments and policymakers should consider intersectionality in e-Health planning and offer digital literacy and digital skills training to those with lower education levels.