Ethical leadership is a critical dimension of leadership, particularly in educational settings, where the moral climate, trust, and professional relationships within schools are influenced by leaders. Although the body of research on ethical leadership in Türkiye has expanded in recent years, there remains a persistent need for valid and reliable measurement instruments that enable cross-cultural and international comparisons. This study aims to adapt the Ethical Leadership Questionnaire (ELQ), originally developed by Yukl et al. (2013), into Turkish within the context of school principals and to examine its validity and reliability based on teachers’ perceptions. The study was conducted with twoindependent samples of teachers (N=152 and N=153) from different types of schools in Malatya. The adaptation process followed standard procedures, including translation, back-translation, expert review, and linguistic validation. Construct validity was examined through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), while reliability was assessed using internal consistency coefficients. The findings revealed that the scale has a strong unidimensional structure, which explains approximately 87% of the total variance. The factor loadings were high (.890–.965); Cronbach’s alpha (α) and McDonald’s omega (ω) coefficients were .99, indicating that the scale has excellent internal consistency. CFA results supported the single-factor model with acceptable fit indices. The findings indicate that the Turkish version of the ELQ, which is the Principal Ethical Leadership Scale (PELS), is a valid and reliable instrument for assessing school principals’ ethical leadership behaviors based on teachers’ perceptions. The scale offers a valuable contribution to both empirical research and practical applications in the field of educational administration.
his study aims to examine the relationship between the Digital Citizenship Levels (DCL) and Attitudes Towards Digital Technology (ATDT) of art education students. The research was conducted using the relational survey model, one of the descriptive methods. The study group consists of a total of 322 undergraduate students (191 female, 131 male) studying in the Department of Art Education at various universities. A Personal Information Form, the Attitude Scale Towards Digital Technology (ASTDT), and the Digital Citizenship Scale (DCS) were utilized as data collection tools. For data analysis, t-test, ANOVA, and the Tukey test for post-hoc significant differences were applied based on variables such as gender, grade level, income status, and duration of internet usage (at a significance level of p < .05 and a 95% confidence interval). As a result of the correlation analysis conducted between DCL and ATDT, a moderate significant relationship was found between the two variables (p < .05). The Cronbach’s Alpha coefficient of the scales was calculated as .875, indicating that the dataset possesses a high level of reliability
Reasoning is one of the most fundamental skills required for learning and doing mathematics. It is therefore important to determine how mathematics teachers, who are responsible for the development of their students’ reasoning skills, approach reasoning. The aim of this study is to examine pre-service middle school mathematics teachers’ views on reasoning. This qualitative descriptive study involved 61 senior-year pre-service middle school mathematics teachers. Views on Reasoning Form, developed by the researchers was administered to the participants, and the data obtained were analyzed using content analysis. The participants most frequently viewed reasoning as a process and as problem solving. In the examples of reasoning related to daily life and mathematics, the participants generally did not explicitly demonstrate their reasoning processes. Deductive reasoning was used most frequently in the examples related to daily life and mathematics. In addition, arithmetic reasoning was least common in the daily-life examples, whereas algebraic and probabilistic reasoning were least common in the mathematics examples. Expressions synonymous with or related to reasoning varied widely, with references to logic and thinking being the most frequent. This study revealed that pre-service middle school mathematics teachers’ views on reasoning need to be further developed.
Educational institutions play a vital role in fostering effective, informed citizens who are knowledgeable about national and global issues. Social studies is a program that aims to fulfil this role. This study examines changes in secondary school students’ awareness of global climate change in the context of social responsibility activities. In this context, social studies teacher candidates were given training on social responsibility and global climate change; activities were designed and social responsibility initiatives were carried out collaboratively by the faculty and the school. This mixedmethods study employs a concurrent nested design. This design emphasizes qualitative studies. In this study, conducted in Izmir province with 27 secondary school students and 10 social studies teacher candidates, the scale was administered experimentally only to the secondary school students in a pre- and post-test format and analysed using SPSS. For the qualitative component, data obtained from all participants through interviews, open-ended questionnaires, worksheets, observations, and focus group interviews were analysed using descriptive and content analyses. The results indicate that the events have significantly increased global awareness of climate change. It appears that awareness has improved not only among the secondary school students but also among the teacher candidates. It is recommended that similar studies be conducted within the framework of faculty school collaboration to support quality teacher training and effective citizenship education.
Reasoning skills play an important role in overcoming difficult problems in geometry. Therefore, the aim of this study was to evaluate the effects of a new laboratory application integrating physical and technological contents on the development of Reasoning Skills (RS) and Geometry Achievement (GA). The study was designed according to a mixed-type, pretest-posttest control group true experimental design. The study was conducted with 52 students in the experimental group where laboratory interventions were applied and 50 students in the control group where no intervention was applied. The experimental implementation lasted fifteen weeks. The study data were collected with the Reasoning Skills on Geometric Shapes (RSGS) Test and the Interview Form (IF) together with the GA test. Quantitative data were analyzed using paired samples t-test, analysis of covariance and Benferroni test, and qualitative data were analyzed using content analysis. The results showed that the post-test scores of the RSGS and the GA differed significantly between the experimental and control groups in favor of the experimental group. In addition, the results proved that the laboratory practices developed reasoning skills on spatial, mathematical, proportional, geometric shapes and technological, supported associating with different disciplines, using technology, modeling, concretization and making connections with daily life.
Neurodevelopmental disorders (NDD), such as attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and specific learning disorder (SLD), are increasingly recognised, yet awareness of developmental language disorder (DLD) and of its former term, specific language impairment (SLI), remains limited. This study examined awareness, knowledge sources, and perceptions of six NDDs among pre-service teachers at two universities in Türkiye. A cross-sectional online survey was conducted in spring 2025 with 466 participants from Mersin and Anadolu Universities. Descriptive statistics and paired-sample proportion tests were used to compare DLD awareness with that of other conditions. Results showed that ADHD (82.2%) and ASD (69.5%) were the most recognised, while DLD (23.8%) and SLI (4.3%) were the least recognised. Although some participants reported awareness, most definitions were inaccurate, revealing misconceptions. The media were the primary source of awareness, whereas personal connections had minimal influence. DLD (1.3%) and SLI (1.1%) were rarely selected as the most prevalent NDDs. Findings highlight the need to integrate structured content on NDDs, particularly DLD, into teacher education curricula in Türkiye and similar contexts to foster informed and inclusive teaching practices.
This study aims to examine the effect of the Client Holistic Assessment Training Program on preservicepsychological counselors’ perceptions of their holistic assessment competencies. The study was conducted using a quasi-experimental design. The research group consisted of 20 psychologicalcounseling candidates, with 10 participants assigned to the control group and 10 to the experimentalgroup. The average age of the participants is 22.7. Twelve of the participants are women, and eightare men. The experimental and control groups were formed based on the participants’ pre-test scores. Data were collected using the Personal Information Form and the Holistic Client Assessment Competency Scale. The experimental group received a 10-session Holistic Client Assessment Training Program, whereas the control group received no intervention. The study’s findings indicate that participants in the experimental group showed a significant increase in their perceived holistic assessment competencies across all subdimensions. Effect sizes were reported using the r statistic. In the final cross-group comparisons, large effects were observed for the subscales Initial Therapeutic Relationship (ITR), Information to Be Obtained (ITBC), Assessment Skills (AS), and Situations Where It Is Not Appropriate to Begin Counseling (SWINASC).A moderate effect was observed on the Comprehensive Assessment of the Problem (CAP) subscale. In the control group, no significant changes were observed in any subscale. These results demonstrate that the Holistic Client Assessment Training Program significantly enhances participants’ competencies across all sub-dimensions.
The image of woman has been an important symbol in aesthetic production as both a normative and narrative figure. Social developments and innovations have also interpreted, positioned, and assigned various ideological roles to this image. This study aims to examine visual arts teacher candidates’ perspectives on the image of woman and how these perspectives are transformed into artistic expression. The study focuses on the a/r/tographic processes carried out with students in the Department of Art Education within the “Elective Studio” course during the spring semester of 2020–2021. Within the framework of a/r/tography, a rhizomatic analysis approach was adopted. Through the activities, the participants’ perceptions, interpretations, associations, and experiences related to the image of woman were examined. Data obtained from interviews, reflective writings, and visual productions were analyzed under the theme of “Form.” In this process, the categories of “Masculine Form” and “Feminine Form” emerged. The findings indicate that teacher candidates transformed their experiences and perspectives on the image of woman into visual expressions. While creating forms, they established meaningful relationships with materials based on real-life experiences. The participants focused not only on the aesthetic qualities of materials, forms, and colors, but also on their semantic dimensions. In the final stage, they moved beyond formal and technical concerns and developed deeper intellectual and conceptual approaches in their artistic productions.
This study aims to explore the extent to which digital literacy components are embedded in the 5th-grade Turkish language arts curriculum and textbook developed under the Türkiye Century Maarif Model (TCMM), as well as how these components are represented in terms of content. Digital literacy is defined as a core competency area encompassing multidimensional skills such as accessing information in digital environments, content creation, critical evaluation, ethical use, and collaborative digital production. Accordingly, this study employed document analysis to investigate both the curriculum and the textbook, and the data were thematically analyzed based on seven digital literacy components: digital access to information, media literacy, digital content creation, critical digital evaluation, digital ethics and safety, digital collaboration, and conceptual awareness. The findings revealed that the curriculum addressed digital literacy components in a multifaceted manner; however, the textbook primarily focused on access to information and media literacy. Higher-order skills such as content creation, ethical awareness, and critical evaluation were found to be either limited or represented as optional suggestions in the textbook. This points to a significant gap in coherence between the curriculum and the textbook. The study underscores the importance of integrating digital literacy skills into instructional materials in a comprehensive and structured way to meet the demands of the digital age. Moreover, it offers both theoretical and practical contributions to the integration of digital literacy into educational programs and provides suggestions for the development of instructional materials.
This study examined the effectiveness of video modeling for teaching office-cleaning skills to individuals with autism. The targeted skills included (a) preparing the office for cleaning, (b) dusting and wiping office materials, and (c) mopping the office floor. A multiple-baseline design across participants was used to evaluate changes in independent task performance across baseline, intervention, and follow-up phases. Instruction was delivered via systematically developed video models demonstrating each step of the cleaning routines. Performance data were collected using task analyses and were analyzed by visual inspection and effect-size calculations. In addition, acquisition of non-targeted information related to the target skills was assessed. The findings showed that video modeling led to marked improvements in participants’ independent, accurate completion of office cleaning tasks. Furthermore, the acquired skills were maintained over time and generalized across different office settings and materials. Social validity data indicated positive perceptions among both participants and their parents. Overall, the results support video modeling as an effective, evidence based instructional practice for enhancing workplace independence and functional daily living skills among individuals with autism.
Recent studies show that childhood traumas are associated with difficulties in emotional regulation, which, in turn, have been linked to the development of the dark triad personality traits. The dark triadis associated with emotional dysregulation, interpersonal problems, and aggression. Furthermore, family and parental attitudes during childhood are associated with personality and psychologicalwell-being. This demonstrates the importance of childhood experiences. This study aims to examinethe extent to which parental attitudes and childhood traumas predict the dark triad in university students and to investigate gender differences. The study employed a correlational (cross-sectional)survey design, and participants were recruited through convenience sampling. The study included410 students from a state university in the eastern region of Türkiye (Hakkari University) (male: 46.34%; female: 53.66%). The relationships between university students’ dark triad personality traits, perceived parental attitudes, and childhood traumas were analysed using Pearson correlations, simple linear regressions, and independent-samples t-tests. The study found a positive correlation between university students’ total dark triad personality scores and parental overprotective attitudes, rejecting attitudes, and childhood traumas. Regression results show that parental emotional warmth does not predict Dark Triad personality traits. In contrast, overprotective and rejecting parental attitudes significantly predicted Dark Triad personality traits. Childhood traumas also significantly predicted the dark triad personality traits, and greater perceived overprotectiveness and parental rejection were associated with higher levels of these traits. Dark triad scores did not differ significantly between genders on any dimension; male students showed descriptively higher psychopathy scores than female students, but this difference only approached statistical significance. Because the design is correlational and cross-sectional, the findings should be interpreted as associations and predictiverelationships rather than as evidence of causal effects.
This study examines the attitudes of pre-service special education teachers toward the education of gifted individuals and evaluates the effect of the “Curriculum Development in Gifted Education” course on these attitudes. Designed as an experimental study, it used a one-group pretest–posttest design. Forty-two pre-service teachers enrolled in the Special Education Department of Nevşehir Hacı Bektaş Veli University during the 2024–2025 academic year participated. The “Attitude Scale Regarding the Education of the Gifted” (ÜYETÖ) was administered as a pretest at the start of the course and re-administered as a posttest at the end of the 14-week course. The data were evaluated using difference analysis for dependent groups and repeated-measures MANOVA. The findings showed that the pre-service teachers already held generally positive attitudes toward the education of the gifted before the course, but that these attitudes strengthened significantly afterward. Statistically significant increases were observed particularly in the “Needs and Support for the Gifted,” “Establishing Special Talent Classes,” and “Grade Skipping” sub-dimensions. These findings indicate that the course raised the teachers’ level of knowledge and developed their awareness and sensitivity. The increase in knowledge directly affected their attitudes as well. Gender and prior training related to the gifted were also found to be influential in attitude differences. In conclusion, the course was found to strengthen pre-service teachers’ positive approach to gifted education. Accordingly, it is recommended that courses on the education of gifted individuals be increased in teacher-training programs and that program content be enriched in this direction.
In social studies curricula, skills, values, learning outcomes, and areas of learning related to the discipline of history are incorporated with due consideration for students’ developmental characteristics. The training process and readiness levels of teachers—who play a key role in conveying this content to students—are crucial because they influence their professional competence. In the transmission of this content, which follows a path from the near to the far, from the known to the unknown, and from the local to the universal, students are first expected to recognize and make sense of the place where they live. For this reason, the transmission of local history content to students is valuable for the realization of the targeted learning outcomes. To determine the sensitivity of prospective teachers and foster their awareness, it is important to conduct certain studies on local history at the undergraduate level. To this end, and for the purposes of this study, the opinions of a 40-member study group were sought, consisting of first-, second-, third-, and fourth-year students enrolled in the Social Studies Teaching undergraduateprogram at the Faculty of Education, Inönü University, during the 2024–2025 academic year, with participation based on voluntary participation. The study was conducted using qualitative methods,employing a case study model. The research team posed questions to the study group using a semi-structured interview form prepared by the researcher. The responses to these questions were subjected to descriptive analysis, grouped under common themes, and analyzed. The findings of the study were evaluated in terms of similarities and differences with the results of similar studies conducted in other cities. Thus, an effort was made to arrive at general conclusions regarding the perceptions of teachers and prospective teachers regarding local history.
The aim of this study is to examine parent bullying experienced by teachers working in private schools based on teachers’ perspectives and to reveal the forms and content of these experiences. The study was designed within the framework of the qualitative research approach, and the study group consisted of teachers employed in private schools. Data were collected through semi-structured interviews and analyzed using content analysis. The findings revealed that teachers experience parent bullying in various forms, including questioning professional competence, grade-related pressure, intimidation and complaints as means of exerting pressure, the use of institutional authority, and acts of discrediting. The results indicate that parent bullying is not merely an individual communication problem but rather a structural phenomenon associated with the redistribution of power relations within the context of private schools. The marketization of education in line with neoliberal policies and the positioning of parents in power through economic capital weaken teachers’ pedagogical autonomy and make symbolic forms of pressure more visible. It is believed that the findings of this study will contribute to the reconsideration of teacher–parent relationships in private school settings and to the strengthening of professional protection mechanisms for teachers.
This study aims to examine the intellectual structure, conceptual orientations, and temporal development of the international literature on the early identification of gifted children through a bibliometric approach. The dataset comprises 77 articles published between 1969 and January 2025 in the Web of Science (WoS) Core Collection; all focus on early identification. Data were collected through a systematic search of the WoS database, and bibliometric techniques were employed to analyze publication trends, country and institutional productivity, citation patterns, author collaborations, and thematic structures based on keyword co-occurrence. The findings reveal a notable increase in scientific output on early identification, particularly after 2007, with an average annual growth rate of 2.92%. Country-level analysis indicates that the United States leads in scientific impact, while institutions such as the University of Ioannina and Aristotle University of Thessaloniki lead in productivity. Thematic analysis shows that the literature continues to becentered around “intelligence” and “achievement,” although there has been a growing emphasis on regulatory cognitive processes such as “executive functions” and “effortful control” in recent years. Overall, the results suggest that despite a strong theoretical shift toward multidimensional and inclusive models, research practices remain largely grounded in traditional IQ-based frameworks, indicating that a comprehensive conceptual transformation has yet to be fully realized.
The aim of this study is to examine the perceived impact of undergraduate students’ use of socialmedia as artistic portfolios on their motivation in the Department of Art Education, Division of Painting Education at a state university in Ankara. The study included 24 second-, third-, and fourthyearstudents during the 2025–2026 academic year. Using a qualitative research approach, data were collected through an open-ended questionnaire and semi-structured interviews and analyzed using descriptive analysis. The study focused on the social media platform Instagram. The findings indicate that social media is actively used by students for creating artistic portfolios, digital archiving, and ensuring professional visibility. Senior students evaluate the platform more strategically with respect to job opportunities, whereas junior students use it more for inspiration and exploration. The effect of social media on motivation was found to be twofold: while constructive feedback, visibility, and a sense of belonging support artistic production, factors such as like-related anxiety, social comparison, and algorithmic influences may lead to feelings of inadequacy and psychological distress. As a result, it was concluded that the studio environment remains the primary learning space, whereas social media serves as a complementary tool that supports art education when used critically. Accordingly, it is recommended that social media be integrated into visual arts education, consciously and strategically.
This study examined the effect of digital writing activities on 9th-grade students’ attitudes toward writing and described the characteristics of student products created in digital environments. Thestudy used an explanatory sequential mixed-methods design. In the quantitative phase, a quasiexperimental pretest-posttest control-group design was used; in the qualitative phase, studentproducts were examined using document and content analyses. The participants were 59 ninthgradestudents studying at a science high school in Türkiye, with 30 students in the experimental group and 29 students in the control group. The experimental group completed a five-week digital writing program that included e-story, e-poem, e-fairy tale, e-essay, and e-mail writing activities. The “Paper-to-Digital Writing Attitude Scale” was used to measure students’ attitudes toward writing in paper-based and digital environments; therefore, the quantitative results were interpreted in relation to writing attitude rather than as a direct measurement of creativity or self-confidence. Quantitative data were analyzed using the Shapiro-Wilk normality test, independent samples t-test, and paired samples t-test. The qualitative data, consisting of 28 student products, were analyzed using genre-specific writing categories and digital literacy indicators. The findings showed that the experimental and control groups were comparable at the pretest stage (p = .429). The experimental group showed a significant increase after the intervention (p = .013), whereas the control group showed no significant change (p = .988). The qualitative findings indicated that students generally produced texts with strong thematic coherence, emotional expression, and message clarity, while technical accuracy, narrative technique, and critical monitoring of digital tool use needed further development. The results suggest that systematically planned digital writing activities can support students’ writing attitudes and enrich their written products when combined with explicit guidance on genre conventions, language accuracy, and critical digital literacy.
The Türkiye Century Maarif Model (TCMM) is among the most debated educational restructuringinitiatives in the history of the Republic. Debates surrounding the model generally focus on two claims: that it is insufficiently national and that it compromises contemporaneity. This study addresses the second criticism by examining the contemporary foundations of the TCMM curricula. Within this framework, the K–12 Skills Framework, the Holistic Paradigm, literacy skills, and instructional differentiation are discussed in terms of their definitions, scope, and theoretical foundations. The analysis indicates that the TCMM curricula are grounded in 21st-century skills increasingly prioritized by countries shaping global education and economies, including the United States, European Union members, and Canada, as well as by international organizations such as the OECD, UNICEF, and UNESCO. International assessments that influence educational policy, including PISA, TIMSS, and PIRLS, also reflect this orientation. These skills are closely associated with major dynamics of the contemporary era, such as Industry 4.0, machine learning and robotics, digital citizenship, and Education/Pedagogy 4.0. By integrating these global skill frameworks with the Turkish Vocational Qualifications Authority and the Turkish Qualifications Framework, the TCMM proposes what may be described as a “universal, contemporary, and national” synthesis. Although the model is still under development and only partially implemented, it represents a significant curricular initiative with the potential to improve quality, strengthen coherence, enhance international relevance, support learner diversity, and align national education with emerging social, technological, and economic demands. Its evolving structure also allows continuous revision in response to evidence and implementation experience.
This study examines the mediating role of career stress in the relationship between university students’ academic procrastination and fear of missing out (FoMO) regarding social media updates. In this context, research data were collected from 449 university students who volunteered to participate in the study. The research data were collected using the Academic Procrastination Scale, the Fear of Missing Out (FoMO) Scale on social media, and the Career Stress Scale. For the analysis of demographic data within the scope of the research, frequencies, percentages, and mean scores were obtained. Tests for normality were performed, and the dataset met the normality assumption. Pearson’s correlation coefficient was used to calculate correlations between variables. The PROCESS macro add-in was used to test whether career stress mediates the relationship between academic procrastination and fear of missing out (FoMO) on social media. The findings reveal positive and significant relationships among academic procrastination, fear of missing out, and career stress. When examining the indirect effects related to the mediating role of career stress, the indirect effect of fear of missing out on social media updates on academic procrastination behavior through career stress is significant. This result reveals that career stress partially mediates the relationship between fear of missing out on social media updates and academic procrastination behavior.
Drawing, one of the most fundamental ways children express themselves, varies with age. Students in the study group, who are developmentally in the concrete operational stage, occasionally use templates in their drawings. In this context, the Socratic method, aimed at activating cognitive processes through guided questioning rather than presenting direct answers, emerges as a prominent approach, holding significant potential for the development of visual perception. This study aims to examine the effect of the Socratic method used in visual perception training on the self-portrait drawings of fourth-grade primary school students. The study employed one-group pretest–posttest weak experimental design, one of the quantitative research methods. The study group consisted of 55 fourth-grade primary school students. The data were obtained by evaluating the students’ self-portraits drawn before and after the implementation of the Socratic method, using the SelfPortrait Evaluation Rubric. Inter-rater reliability had been established for the data, and a pairedsamples t-test was used for the analysis. The study found that visual arts education supported by the Socratic method significantly improved students’ observation-based drawing skills, enabling them to move away from template-based expressions across the sub-dimensions of form, expression, representation, proportion, composition, and detail. As a result, it was concluded that the Socratic method enhances visual perception in art education and is a recommended tool for fostering effective cognitive development.
