The interest in program- and colleges of education- level evaluation and alignment of student learning outcomes to course content has been increasing over the past several decades. Curriculum mapping establishes the links between content and expected student learning outcomes. Curriculum map is an overview of what is taking place in the classroom; and it includes evaluation tools and activities. Social Studies Department, Federal Capital Territory (FCT) College of Education Zuba, Abuja, recently completed an accreditation exercise by National Commission for Colleges of Education Abuja, Nigeria. The audit reported that there was no match between the student learning outcomes and Social Studies curricula. The purpose of this paper was to align the Nigeria Certificate in Education (NCE) (Social Studies) minimum standards with student learning outcomes to determine gaps and redundancies. The paper also looked at how virtual education enhances curriculum mapping during COVID-19 pandemic. Minimum standards learning outcomes were modified from existing learning outcomes to better align with college learning outcomes and the Social Studies Core and Elective Competencies. All NCE Social Studies courses were mapped to the Social Studies Core and Elective Competencies and assessed to determine the gaps and redundancies. The study used the documentary research method. The purposeful sampling strategy was used to select the research site. Potential gaps were defined as coverage for each competency in about ≤20% of the courses and potential redundancies was considered as coverage of ≥80% of the courses. The mapping exercise revealed gaps; and no redundancies in course content. The findings of the mapping exercises should be used to improve the content provided to NCE Social Studies students at FCT College of Education Zuba, with the overall objective of enhancing the quality of the education provided to those students and helping them to be better students that are prepared for a successful career in Social Studies.

The Turkish Ministry of National Education has been implementing a new management model in the Turkish educational system. The structural features of state-run project schools are being developed with various innovations in terms of management and education models. Specifically, the new management model in which school principals share the authority to make their own teams is of great importance to researchers, educational policy makers, and executors. This study aims to designate the effects of project schools’ structural and managerial characteristics on teachers’ organizational commitment and the schools’ organizational sustainability. It was designed using a sequential mixed research method including scaling and interviewing techniques. In addition, the teachers’ organizational commitment levels in project schools, which were designated as the experimental group, are compared with the teachers’ organizational commitment levels in non-project schools, which were selected as the control group. The study, conducted in 2018–2019, is comprised of 15 project schools and 9 non-project schools located in Istanbul and involved 603 teachers working in these schools. The results show that the structural and managerial features of project schools have positive effects on teachers’ organizational commitment and that this school model seems sustainable, based on all the positive points gathered.

This study aims to determine the views of secondary education teachers and school administrators onpositive organizational climate. Case study which is one of the qualitative research methods was usedin the study. A total number of 15 participants (12 secondary education teachers and 3 schooladministrators) constituted the study group of the research. A semi-structured interview formdeveloped by the researchers was used as the data collection tool and the obtained data were analyzedwith content analysis method. Results are presented with themes and frequencies in the tables. Resultsare discussed with relevant literature and recommendations for further research and practices areprovided. It is expected that this study would shed light to further research and practices in terms ofcreating a positive organizational climate in secondary education institutions.Keywords: Organizational climate, secondary education teachers, school administrators, views.