Songül Karabatak

This study aimed to examine the mediating role of professional enthusiasm and the moderating role of classroom management concerns in the relationship between reality shock expectancy and classroom management self-efficacy among preservice teachers. The study was conducted during the 2025–2026 academic year with 741 preservice teachers enrolled in various teacher education programs at a public university in Türkiye. Participants were selected through simple random sampling from a population of 2,192 preservice teachers. Participants represented nine teacher education programs, including Guidance and Psychological Counseling, English Language Teaching, Preschool Education, Primary School Education, Social Studies Education, Turkish Language Education, Elementary Mathematics Education, Science Education, and Art Education. The proposed relationships were tested using Structural Equation Modeling. The findings indicated that reality shock expectancy was negatively associated with professional enthusiasm, whereas professional enthusiasm was positively associated with classroom management self-efficacy. In addition, the effect of reality shock expectancy on self-efficacy appeared to operate indirectly through professional enthusiasm rather than through a direct relationship. The results further revealed that classroom management concerns significantly moderated the relationship between reality shock expectancy and professional enthusiasm, such that the negative association between reality shock expectancy and professional enthusiasm weakened as classroom management concerns increased. Conditional indirect effect analyses also demonstrated that the indirect relationship varied depending on the level of classroom management concerns. Overall, the findings suggest that teacher self-efficacy is shaped not only by cognitive competencies but also by the interaction of affective and contextual processes, supporting the view that preservice teachers’ transition to the profession reflects a context-sensitive and dynamic process.

This study examines the relationship between sustainable leadership and learning organization capacity in public schools, focusing on the behavioral and contextual roles of teachers’ innovative work behavior (IWB) and perceived corporate social responsibility (CSR). Drawing on dynamic capabilities theory and social exchange theory, the study tests a moderated mediation model in which IWB is specified as a mediator of the relationship between sustainable leadership and learning organization capacity, while CSR is specified as a moderator of the relationship between sustainable leadership and IWB. Data were collected from 960 teachers working in public K–12 schools in Elazığ, Türkiye, and analyzed using structural equation modeling. The results showed that sustainable leadership was positively associated with both IWB and learning organization capacity, and the estimated indirect association through IWB was statistically significant. CSR moderated the sustainable leadership–IWB relationship, which was nonsignificant at low CSR but became significant at the mean level and stronger at high CSR. The conditional indirect effect through IWB showed a similar pattern, becoming significant at the mean level of CSR and increasing at higher levels. By integrating sustainable leadership, teacher innovation, and perceived school CSR, the study shows that the estimated indirect association between sustainable leadership and learning organization capacity through IWB varies across levels of perceived CSR.

This study investigates the relationship between curriculum leadership and teachers’ self-reported instructional quality by integrating mediation and moderation perspectives within a unified framework. Drawing on data from 711 teachers, it examines whether curriculum leadership is indirectly associated with instructional quality through teacher agency and whether this association varies depending on the quality of leader–member exchange (LMX). The findings indicate that curriculum leadership is both directly and indirectly associated with instructional quality, with teacher agency statistically accounting for part of this association. In addition, LMX moderates the relationship between curriculum leadership and teacher agency, resulting in variation in the indirect association across levels of LMX. The indirect association between curriculum leadership and instructional quality through teacher agency is stronger at higher levels of LMX. These results suggest that leadership-related associations are neither uniform nor exclusively direct; instead, they vary with teacher agency and relational dynamics within schools. By conceptualising curriculum leadership as a relational and context-sensitive process, this study extends existing approaches that primarily emphasise direct associations. It further contributes to the literature by distinguishing curriculum leadership from broader instructional leadership frameworks and by showing how leadership-related associations involve both teacher-level and relational processes.

This study presents a bibliometric analysis of the scientific literature on the employment and education of women in engineering. A total of 220 records retrieved from the Web of Science Core Collection were analyzed in terms of document types, keyword co-occurrence, author productivity, source distribution, and conceptual density. VOSviewer, RStudio (Bibliometrix), and Gephi were used for network visualization, thematic mapping, and clustering analysis. The most frequently used keywords were gender, software engineering, and education, while the most influential sources were identified using Bradford’s Law. Lotka’s Law was applied to evaluate author productivity. The study systematically reveals thematic trends, collaborative structures, and key focus areas in the literature, providing a strategic basis for future research on women's representation in engineering education and employment.

This study examines the direct and indirect relationships between learning-centered leadership and perceived school effectiveness within Türkiye’s centralized education system, with a particular focus on the mediating role of teacher self-efficacy. Data were collected from 299 teachers working in 38 high schools during the 2024 to 2025 academic year using stratified random sampling and were analyzed using structural equation modeling. The findings suggest that learning-centered leadership is positively associated with perceived school effectiveness both directly and indirectly through teacher self-efficacy. Supportive leadership behaviors—such as prioritizing learning, monitoring instructional practices, and modeling learning-oriented professionalism—are associated with teachers’ professional growth and with more positive school-level outcomes. The study highlights teacher self-efficacy as a key mechanism through which leadership may influence perceived organizational outcomes and provides evidence that collaboration-oriented routines may help strengthen leadership processes in centralized policy environments.

Academic self-efficacy, educational stress, and academic motivation are key psychological factors influencing nursing students’ academic performance

Bu araştırma, öğretmenlerin sessiz istifa eğilimleri ile algıladıkları yönetici desteği ve meslektaş ilişkileri arasındaki ilişkileri incelemeyi amaçlamaktadır. Araştırma, nicel yaklaşım kapsamında ilişkisel tarama modeline dayalı kesitsel bir desenle yürütülmüştür. Çalışmanın örneklemini Diyarbakır il merkezinde görev yapan 343 öğretmen oluşturmaktadır. Bulgular, öğretmenlerin sessiz istifa eğilimlerinin orta düzeyde olduğunu, cinsiyete göre anlamlı farklılık göstermediğini, ancak medeni duruma göre farklılaştığını ortaya koymuştur. Öğretmenlerin yönetici desteği ve meslektaş ilişkilerine yönelik algılarının genel olarak olumlu olduğu ve demografik değişkenlere göre değişmediği belirlenmiştir. Ayrıca sessiz istifa eğilimleri ile yönetici desteği ve meslektaş ilişkileri arasında anlamlı ilişkiler bulunmuştur. Regresyon analizi sonuçları, her iki değişkenin de sessiz istifa eğilimlerini anlamlı düzeyde yordadığını ve yönetici desteğinin en güçlü yordayıcı olduğunu göstermiştir. Sonuçlar, sessiz istifanın bireysel faktörlerin yanı sıra örgütsel bağlam ve çalışma ortamına ilişkin algılarla da ilişkili olduğunu ortaya koymaktadır.

Bu araştırmanın amacı, 6 Şubat 2023 Kahramanmaraş merkezli depremlerden etkilenen öğretmen adaylarının deprem stresiyle başa çıkma stratejileri ile deprem sonrası travma düzeylerini belirlemek ve bu değişkenler arasındaki ilişkileri incelemektir. Araştırma ilişkisel tarama modelinde yürütülmüştür. Çalışma grubunu, depremlerden etkilenen illerde yer alan İnönü, Adıyaman, Kahramanmaraş Sütçü İmam, Dicle ve Fırat Üniversitelerinin eğitim fakültelerinde öğrenim gören toplam 298 öğretmen adayı oluşturmaktadır. Araştırma verileri; kişisel bilgi formu, Deprem Stresi ile Başa Çıkma Stratejileri Ölçeği ve Deprem Sonrası Travma Düzeyini Belirleme Ölçeği aracılığıyla toplanmıştır. Verilerin analizinde betimsel istatistikler, bağımsız gruplar t-testi ve korelasyon analizi kullanılmıştır. Araştırma bulgularına göre öğretmen adaylarının deprem stresiyle başa çıkmada en sık olumlu yeniden değerlendirme ve dini başa çıkma stratejilerini kullandıkları, sosyal destek arama stratejisini ise görece daha düşük düzeyde kullandıkları belirlenmiştir. Deprem sonrası travma boyutlarından davranış problemleri, heyecansal sınırlık ve uyku problemleri düşük düzeyde bulunmuştur. Cinsiyet değişkenine göre kadın öğretmen adaylarının sosyal destek arama düzeylerinin daha yüksek olduğu ve davranış problemleri, duyuşsal ve bilişsel yapılandırma boyutlarında erkeklere göre daha yüksek puan aldıkları tespit edilmiştir. Ayrıca olumlu yeniden değerlendirme stratejisinin deprem sonrası travmanın tüm alt boyutlarıyla negatif ve anlamlı ilişkiler gösterdiği belirlenmiştir. Sonuç olarak olumlu yeniden değerlendirme stratejisinin, öğretmen adaylarının deprem sonrası travmatik etkilerle başa çıkma süreçlerinde önemli bir psikolojik başa çıkma kaynağı olabileceği söylenebilir.

This study examines how sustainable leadership contributes to learning organizations in public schools through teachers’ innovative work behavior and perceived corporate social responsibility (CSR). Drawing on dynamic capabilities and social exchange theories, the study proposes a moderated mediation model in which innovative work behavior mediates the relationship between sustainable leadership and learning organization capacity, while perceived CSR strengthens this mechanism. Data were collected from 960 teachers working in public K–12 schools in Türkiye and analyzed using structural equation modeling with robust maximum likelihood estimation. The findings indicate that sustainable leadership positively predicts both innovative work behavior and learning organization capacity. Innovative work behavior partially mediated this relationship, whereas perceived CSR significantly moderated both the direct relationship between sustainable leadership and innovative work behavior and the indirect effect on learning organization. Specifically, the indirect effect became stronger under higher levels of perceived CSR. These findings suggest that sustainable leadership contributes to the development of learning organizations not only through direct managerial influence but also through teachers’ innovative behaviors within a socially responsible organizational climate. The study provides theoretical and empirical contributions to the literature on sustainable leadership, organizational learning, and CSR in public-sector educational settings.

Bu çalışma, okuma etkinliklerinin öğretmen adaylarının eleştirel okuma öz-yeterlik algıları, öğretmenlik mesleğine yönelik tutumları ve okuma alışkanlıkları üzerindeki etkisini ortaya koymak amacıyla gerçekleştirilmiştir. Eş zamanlı karma yöntem desenli yapılan çalışmada amaçlı örnekleme yöntemi kullanılmış ve çalışma, altı farklı bölümden gönüllü olarak katılan 59 öğretmen adayı ile yürütülmüştür. Nicel bölümde gerçekleştirilen deneysel süreçte uygulanan okuma etkinlikleri altı hafta sürmüştür. Bu süreçte, algı ve tutumları ölçmek amacıyla ön-test ve son-test uygulanmıştır. Çalışmanın nitel bölümünde okuma etkinlikleri ile ilgili öğretmen adaylarının görüşleri ve önerileri alınmıştır. Nicel verilerin analizi için bağımlı gruplar t-test, nitel verilerin analizi için de içerik analizi kullanılmıştır. Çalışmanın sonucunda, eleştirel kitap okuma etkinliklerinin öğretmen adaylarının eleştirel okuma öz-yeterlik algıları, öğretmenlik mesleğine yönelik tutumları ve kitap okuma alışkanlıkları üzerinde anlamlı ve olumlu etkileri olduğu belirlenmiştir. Ayrıca, eleştirel kitap okuma etkinliklerinin öğretmen adayları için hem mesleki hem de kişisel anlamda daha etkili olabileceği ortaya konmuştur.