Technological developments that have taken place in the 21st century have also affected higher education institutions. These changes have created an obligation to respond to the effects and needs of globalization. In response to these developments, the emphasis on lifelong learning and individuals who “learn how to learn” in higher education institutions has become more and more important in order to educate individuals to fulfill the needs of the century. In general, studies on topics such as the development of lifelong learning in higher education and the role of leaders are limited in Turkey. Regarding this point of view, the current study aims at examining the perceptions of sustainability leaders studying in the higher education sector in Turkey in terms of the lifelong learning provided, the strategies applied, the difficulties faced, the experiences shared, and the sustainability practiced. Therefore, the study uses a descriptive phenomenological pattern under a qualitative research method. The study group was established with maximum diversity, using a purposeful sampling technique. The study group consisted of 10 middle-level managers working at the universities in the Marmara region. The topic was discussed with the study group members in depth. In this study, the data were collected with a semi-structured interview form created by the researchers. In the analysis of data, a content analysis method was used. As a result of the research, it was found out about those observed that administrators in higher education institutions define lifelong learning in a similar way to the definitions in the literature. In addition, the strategies of administrators for lifelong learning, their views concerning their experiences, and their views on the difficulties they encountered are revealed in the research. In the last part, practical recommendations suggestions are made using with regard to the results of the research.

The purpose of this paperis to determine the levels of innovation management attained by school principals’ in Turkey. The participants were 1436 teachers from the cities of Istanbul, Kocaeli, and Sakarya. An ‘Innovation Management Scale’ was used. Its reliability level was. 97 and Kaiser-Meyer-Olkin (KMO) value of the scale .96. The research was conducted using a descriptive model to determine the levels of innovation management displayed by school principals in terms of gender, age, location, and seniority. The researcher used variance and regression analysis in this research. Based on the results, the general level of innovation management is moderate, therefore, it can be claimed that school principals in Turkey use innovative methods to help improve the school system. Significant differences in the results were observed between women and men. Moreover, school principals have more positive perceptions than teachers about the level of innovationin Turkish schools.

The process of modernization began in Turkey under the reform government of Mustafa Kemal Ataturk (1881–1938). Turkey officially became a secular nation seeking to develop a modern economy with modern science and technology and political democracy. Turkey also has long been, and remains, a deeply religious society. Specifically, the practice of Islam is widespread, which raises the important question: whether the path of modernization in Turkey will look more like the American pattern or the European, where the Europeans are much more philosophically secular than the Americans? One way to look at this question is by examining how people value science vis‐à‐vis other important aspects of society and culture. Hence, our study is a comparative look at Turkish and American opinions about science. The American society, which is certainly a very modern society, is of particular interest in Turkey, given the significant religiosity of the American people, making the American and Turkish societies similar at least on this one significant point. Although we do not have comparable European data at this time, our Turkish–American comparison can be suggestive of whether or not Turkey is likely to follow the American pattern of a highly modernized yet deeply religious society.

In the study, it was aimed to present the perceptions of the teachers working at public and private schools located in Adapazarı, Serdivan and Erenler districts of Sakarya on causes of organizational dissent. The target population of the research consisted of 6277 teachers. As the sample of the study, 573 teachers who were chosen via stratified sampling method participated in the study. As the data collection tool, “Causes of Dissent”, a subscale of “Organizational Dissent Scale” which was developed by Özdemir (2010), was utilized. In the data analysis, means and standard deviations of the responses to the scale items were calculated. T-test and ANOVA were utilized to demonstrate whether the teachers’ perceptions on causes of organizational dissent showed any significant difference in accordance with different variables. The results of the study indicated that there is no significant difference in the teachers’ percepions on causes of organiational dissent according to gender, age, education level, work experience, marital status, union membership, school size, and managerial experience. On the other hand, it was found out that there is a significant difference in teachers’ perceptions on causes of organizational dissent in accordance with the perceived management style of school administrators.

Öz. Bu araştırma Sakarya İlinde görev yapan öğretmenlerin teknolojiye uyumuna yönelik öz-yeterlilik algılarına ilişkin görüşlerini incelemek amacıyla gerçekleştirilmiştir. Çalışmaya 2020-2021 eğitim öğretim yılı güz yarıyılında Sakarya İlinde ilkokul, ortaokul ve lise düzeyinde görev yapan 480 öğretmen katılmıştır. Bu araştırmanın verileri, Wang, Ertmer ve Newby (2004) tarafından geliştirilen ve Ünal ve Teker, (2018) tarafından Türkçe’ye uyarlanan “Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algısı Ölçeği” ile elde edilmiştir. Ölçek, teknolojiyi kullanma ve teknolojiyi kullandırma olarak iki alt boyuttan oluşmaktadır. Veriler analiz edilirken ölçeğin maddelerine verilen cevapların aritmetik ortalamaları ve standart sapmaları hesaplanmıştır. Öğretmenlerin teknolojiye uyumuna yönelik öz-yeterlilik algıları düzeyi çeşitli değişkenlere göre anlamlı fark gösterip göstermediği t-testi ve ANOVA ile analiz edilmiştir. Araştırma sonucunda, öğretmenlerin teknolojiye uyumuna yönelik öz-yeterlilik algı düzeyinde teknolojiyi kullanma alt boyutunda yaş ve görev süresine göre farklılık göstermediği, ancak cinsiyet, branş, eğitim düzeyi, okul türü ve teknolojiye yönelik eğitim göre anlamlı fark olduğu belirlenmiştir. This research was carried out to examine the views of teachers working in Sakarya Province on their perceptions of self-efficacy for technology adaptation. 480 teachers working at primary, secondary and high school levels in Sakarya Province in the fall semester of the 2020-2021 academic year participated in this study.The data of this research were acquired with “ Self- Efficacy Perception Scale for Technology Integration” developed by Wang, Ertmer and Newby (2004) and adapted into Turkish by (Ünal & Teker,2018).The scale consists of two sub-dimensions: using technology and making use of technology. In the data analysis of the research were calculated Arithmetic means and standard deviations of the answers given to the items of the scale. Whether the teachers’ self-efficacy perception level of technology adaptation showed a significant difference according to various variables was analyzed by t-test and ANOVA. As a result of the research, it was determined that the teachers' self-efficacy perception level for technology adaptation did not differ in the sub-dimension of using technology according to age and tenure, but there was a significant difference according to gender, branch, education level, school type and technology-oriented education.

In this study, the creativity levels of preschool instructors employed in Denizli's central districts' public schools and institutions throughout the 2022–2023 academic year were examined. The study used a scanning model and was quantitatively conducted. Data from 324 preschool teachers were gathered using a convenience sampling technique. Preschool teachers have medium levels of creativity in terms of academic creativity, artistic creativity, and artistic performance. They were discovered to have a high level of creativity in the originality area but a low level in the scientific/mechanical area. In preschool teachers' ratings of creativity, boys considerably outperformed girls on the dimension of scientific/mechanical inventiveness. In the area of artistic performance, creativity perceptions revealed a strong and significant difference in favor of women. Whether they were young, middle-aged, or old, teachers' assessments of creativity had comparable traits. There was a difference between preschool teachers with less seniority and those with more seniority when the artistic performance dimension of their judgments of creativity was explored, favoring those with less seniority. A difference was observed among the participants with 1–10 years of seniority and those with 11–20 years in terms of artistic inventiveness, favoring those with less seniority. When the preschool teachers' opinions of their own creativity were matched to their educational backgrounds, it was found that the graduate-degree holding teachers had greater perceptions of academic, scientific/mechanical, originality, and general creativity than the undergraduate teachers. It was determined that teachers with project experience have greater perceptions of creativity than those without project experience in the areas of academic, artistic performance, artistic inventiveness, and general creativity. Keywords: Creativity, teacher, preschool, school.