The aim of this research is to examine the ethical blind spots of school principals in Canada. To achieve this aim, the study was designed using a phenomenological design which is a qualitative research method. Semi-structured interviews were conducted with seven school principals working in schools with diverse characteristics in the city of Toronto, located in the Ontario province of Canada. As a result of the online interviews, a total of 280 minutes and 54 pages of data were collected. The data, analyzed through content analysis, revealed that school principals faced ethical dilemmas in two main areas: (i) inclusion or exclusion, and (ii) human relationships. The school principals defined the concept of ethical blind spots in two ways: (i) lack of awareness, and (ii) biases. According to the findings, the reasons of ethical blind spots were grouped under two themes: (i) individual-related factors and (ii) societal factors. Finally, to minimize ethical blind spots, the following strategies were suggested by principals: (i) collaboration, (ii) continuous self-development, (iii) changing the lense, and (iv) considering issues from the standpoint of external authorities.
This study aims to examine teachers' perceptions of their organizations' antifragility capacity using Q methodology. A total of 20 teachers working in public and private schools across various districts of Istanbul participated in the research. Organizational antifragility was addressed through seven main themes: optionality for gain, embracing disorder, learning and development, collaboration and leadership, resilience and flexibility, systemic factors, and external factors. Based on these themes, a Q sample consisting of thirty-four statements was developed. Data analysis revealed six distinct perspectives regarding teachers' perceptions of their organizations' antifragility capacities. These perspectives provide important insights into how organizations respond to crises, adapt to change, and develop collaboration and leadership dynamics. The six perspectives identified in the study are: fragility, adaptability and flexibility, support and solidarity, digital and strategic resilience, inadequacy in the face of uncertainty, and strategy- and leadership-oriented resilience. The findings emphasize the importance of developing organizational antifragility capacities to respond more effectively to crises, offering valuable implications for educational policies and school management.
The current educational paradigm requires teachers to go beyond being mere transmitters of knowledge and instead become educational leaders who structure learning processes, uncover students’ individual competencies, and support their holistic development. In this context, teachers are expected not only to possess content knowledge, pedagogical knowledge, and technological knowledge, but also to integrate and harmonize these three domains within teaching and learning processes. This study aims to determine Turkish language teachers’ views regarding their technological pedagogical content knowledge (TPACK). The study was designed in the phenomenological design of qualitative research. The participants consisted of 27 Turkish language teachers working in the province of Düzce. Data were collected using a semi-structured interview form developed based on the TPACK model. The analysis revealed that, despite the influence of traditional educational perspectives, Turkish language teachers strive to implement student-centered approaches; they believe they possess strong content knowledge; and, in terms of technopedagogical competence, they reported using technology more frequently for lesson planning, applying student-centered methods, and selecting instructional strategies. However, it was observed that the technological tools employed were mostly geared toward passive consumption, while tools that promote active participation and creativity were used only to a limited extent. Additionally, although technology integration in Turkish language lessons was found to enhance comprehension skills, it remained inadequate for fostering production- and interaction-based skills. Overall, the findings suggest that Turkish language teachers’ TPACK competencies are limited.
With the emergence of positive psychology, there has been a growing emphasis on understanding not only the problems individuals face but also the positive aspects of their lives. In this context, one of the notable concepts is life satisfaction. The present study sought to understand the psychological mechanisms explaining life satisfaction among young adults in the Turkish context. The research examined the role of hope in the relationship between cognitive flexibility, a key psychological resource, and life satisfaction. The study, designed with a correlational model, included 311 volunteer young adults. Data were collected using the Personal Information Form, the Satisfaction with Life Scale, the Dispositional Hope Scale, and the Cognitive Control and Flexibility Questionnaire. The data were analyzed through descriptive statistics, correlation analyses, and mediation effects tested using Ordinary Least Squares (OLS) regression-based approach and the Bootstrap Method to determine statistical significance. The findings indicated significant positive relations among cognitive flexibility, hope, and life satisfaction. Mediation analyses demonstrated that hope played a mediating role in the relationship between cognitive flexibility and life satisfaction, and that cognitive flexibility and hope together explained 12% of life satisfaction. The study enriches the existing body of knowledge by underlining the importance of cognitive flexibility and hope as psychological resources in explaining life satisfaction.
Effectiveness of teachers hinges on how they define tasks, use strategies, realise that they can succeed, and solve the problems they face—that is, how agentic they are (Bray-Clark & Bates, 2003). Action research is closely linked to teacher agency because it empowers and supports teachers by promoting sense of agency and ownership to deal with their own problems. Hence, teacher agency is closely related to teacher effectiveness. Accordingly, the aim of the present study is to explore the effects of implementing online action research on EFL instructors’ use of agency in the classroom. Seven EFL instructors, who work at a state university in Antalya, Turkey participated in the study. Data gathering instruments included a teacher agency scale, semi-structured interviews, and lesson observation techniques administered before and after the AR procedure. The data were analysed using content analysis and comparative examination of pre- and post-implementation results. The study revealed that the AR procedure led participants to take more action during the teaching and learning process, do more than what was originally planned, reflect more critically on their teaching, and learn from others through collaborative knowledge and experience sharing. These findings suggest that incorporating AR into professional development programmes may enhance teacher agency and support autonomous pedagogical decision-making.
