Verbascoside, also known as acteoside/kusaginin, has attracted a great attention due to its pharmacological features. In this study, we aimed to determine the cytotoxic effects of pure verbascoside isolated from Phlomis nissolii L. plant in both MCF-7 and MDA-MB-231 cell lines in vitro. MCF-7 and MDA-MB 231 cells were treated with verbascoside (100, 48, 25, 10, 1, 0.5, and 0.1 μM) for 24, 48, and 72 hours. Cytotoxic effect of verbascoside in MCF-7 and MDA-MB-231 cells was assessed using TEBU-BIO cell counting kit 8. IC₅₀ values for 24, 48, and 72 h verbascoside exposure of MCF-7 cells were determined as 0.127, 0.2174, and 0.2828 μM, respectively. R² values were calculated as 0.9630, 0.8789 and 0.8752, respectively. Two-Way ANOVA multiple comparison test results showed that 100 μM verbascoside has the highest cytotoxic effect on MCF-7 breast cancer (BC) cells after 72 h of exposure. IC₅₀ values for 24, 48 and 72 h verbascoside exposure of MDA-MB 231 cells were determined as 0.1597, 0.2584 and 0.2563 μM, respectively and R² values were calculated as 0.8438, 0.5107 and 0.9203, respectively. Two-Way ANOVA multiple comparisons test results showed that 100 μM verbascoside has the highest cytotoxic effect on MDA-MB 231 BC cells after 24, 48 and 72 h of exposure.

The role of educational leaders has been undergoing many changes in the era of globalization due to diverse needs and expectations of the stakeholders of education. This increases the need for professional development of educational leaders to fulfill their roles. Educational leaders have high impact on shaping school culture, school improvement, student learning, and achievement, so that their professional development is critical to their continued success as leaders. Educational leaders who participate in professional development programs update and extend their knowledge and improve their performance on the job by applying new knowledge and skills to implement the best educational practices in schools. This book chapter intends to provide reader with a comprehensive overview of expected responsibilities and features of school leaders in the context of the different models of educational leadership and also presents a review of the articles about the need for professional development of educational leaders and finally gives professional development ideas which will help school leaders continue to strengthen their practices throughout their career.

School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

The aim of this research was to take the opinions of teachers and principals to determine the ways to improve the quality of service in high schools in order to improve student satisfaction. This study tried to increase the awareness of teachers and principals about the quality in education and...

The aim of the study is to examine the effect of social media addiction levels of university students on virtual environment loneliness levels. The sample of the study consists of 379 university students selected by purposeful sampling method studying in the TRNC in the 2021-2022 academic year. In the study, Socio-Demographic Information Form, Social Media Addiction Scale and Virtual Environment Loneliness Scale were used as data collection tools. In the study, it was concluded that there was a positive and moderately significant relationship between social media addiction and virtual environment loneliness level. In the study, it was revealed that variables such as gender, department of education and place of residence did not affect the level of social media addiction. Duration of social media usage and memberships to virtual dating sites have been found to have an effect on the level of virtual environment loneliness. Participants who spend 2-3 or more hours on social media and had memberships to virtual dating sites had higher levels of virtual environment loneliness than other participants. Also, it will be useful to investigate the methods of combating social media addiction and its psychological effects on students.

Bu çalışmanın amacı, Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) ortaöğretim kademesinde görev alan öğretmenlerin tükenmişlik ve örgütsel yabancılaşma düzeylerini incelemektir. Bu çalışmada nicel araştırma yöntemi ve ilişkisel tarama modeli kullanılmıştır. Çalışmada, kişisel bilgi formu, Maslach ve Jackson’un (1981) tarafından geliştirilen ve Ergin’in (1992) Türkçeye uyarladığı “Maslach Tükenmişlik Envanteri” ve Elma (2003) tarafından geliştirilen “Öğretmenler İçin Örgütsel Yabancılaşma Ölçeği” veri toplama aracı olarak uygulanmıştır. Çalışmaya 2022-2023 eğitim yılı boyunca KKTC Milli Eğitim Bakanlığına bağlı ortaöğretim kademelerinde görev alan 488 öğretmen katkı koymuştur. Katılımcı öğretmenlerden toplanan verilerin normal dağılım göstermemesi nedeni ile parametrik olmayan analizlerden Mann Whitney U ve Kruskal Wallis H testleri verilerin çözümlenmesinde uygulanmıştır. Çalışmada ortaya çıkan sonuçlar; kişisel başarıda azalma ve anlamsızlık alt boyutlarının en yüksek ortalama puana sahip olduklarını, katılımcı öğretmenlerin cinsiyet, yaş, eğitim durumu, medeni durum ve mesleki kıdem değişkenlerinde tükenmişlik düzeyi bakımından birbirlerinden anlamlı bir biçimde farklılaştıkları bulunurken; cinsiyet, medeni durum ve mesleki kıdem değişkenlerinde de örgütsel yabancılaşma düzeyleri bakımından birbirlerinden anlamlı bir biçimde farklılaştıkları tespit edilmiştir. Uygulanan Korelasyon Kat Sayısı testi sonucunda iki kavram arasında anlamlı, pozitif ancak zayıf düzeyde bir ilişki olduğu ortaya çıkarken, tükenmişliğin örgütsel bağlılık kavramı üzerinde ise anlamlı ve olumlu bir etkiye sahip olduğu tespit edilmiştir. Çalışmada; öğretmenlerin kişisel başarıda azalma ve anlamsızlık düzeylerinin düşürülmesi için hizmet içi eğitim sağlanması ve ileride yapılacak olan çalışmalarda ise kavramların birbirleri ile ilişkilerinin diğer kavramlarla (Örgütsel kültür, örgütsel iklim…vb) birlikte aracılık rolü ile değerlendirilmesi önerilmiştir. Anahtar Kelimeler: KKTC, tükenmişlik, örgütsel yabancılaşma, nicel araştırma, ortaöğretim