Journal of Management and Educational Sciences
About the Journal Hello... JMEDUSCI is the Journal of Management and Educational Sciences, founded by Mahmut Karakaya. The journal published its first issue in 2022 as an international peer-reviewed journal, with four issues per year (March, June, September, December). The JMEDUSCI Journal of Management and Educational Sciences was established to present original, unpublished articles and reviews across all fields of management and educational sciences from Turkey and around the world to the academic community. Articles submitted to the JMEDUSCI Journal of Management and Educational Sciences are subsequently checked for similarity. Plagiarism checks are carried out using the İntihal.net or Turnitin software; the similarity rate must not exceed 20%. If the similarity index (SI) of the article exceeds 20% following the search, the article is returned to the relevant author(s) to be revised so that the SI falls below 20%. If the necessary corrections are not made, the article will be rejected. Authors are deemed to have transferred the copyright of the works they submit for publication to the JMEDUSCI Journal of Management and Educational Sciences. Authors’ evaluations cannot be accepted as the official view of the journal. Full responsibility for the works lies with the authors. If an ethics committee report is required for research outputs, it must be stated that this report was obtained in relation to the study, and the committee report must be uploaded to the system. Should any misconduct related to research—such as plagiarism, citation manipulation, fabrication of data, etc.—be detected, the journal’s publication and ethical principles will be upheld. In such cases, the necessary procedures will be undertaken to prevent the publication of the work, to retract it, or to take other appropriate actions. From the spring 2023 issue onwards, articles will be published using the international author identifier ORCID. The journal team is working diligently to ensure our journal is indexed by national and international databases. The interest shown in our journal will encourage us in this direction. Focus and Scope JMEDUSCI is the Journal of Management and Educational Sciences, and its owner is Mahmut Karakaya. The journal evaluates original research in the fields of management, organisational behaviour, managerial behaviour, education and its sub-fields, and school management. Peer Review Policy Articles are evaluated by at least two independent reviewers using a double-blind peer review process. The average review period ranges from 4 to 6 weeks.
Akademik Araştırmaların Sürdürülebilirliği Derneği (AKASDER)
The Philosophical Foundations of Classroom Discipline: Exploring the Predictive Effect of Educational Orientations on Pupil Control Ideology
This study investigated the relationship between teachers’ educational philosophy orientations and their pupil control ideologies, exploring whether underlying pedagogical beliefs serve as significant predictors of classroom authority styles. Drawing on a relational survey design, data were collected from 660 public high school teachers in Türkiye using the Educational Beliefs Scale and the Pupil Control Ideology Scale. The findings revealed that the participating teachers predominantly endorsed student-centered philosophies, specifically existentialism and progressivism, while essentialism received the lowest level of agreement. Multiple linear regression analysis demonstrated that educational philosophy orientations collectively explained 23% of the total variance in pupil control ideology. Specifically, essentialism emerged as the most potent positive predictor, indicating that teacher-centered traditionalism reinforces custodial control tendencies. Conversely, existentialism was a significant negative predictor, suggesting that a focus on individual autonomy and freedom fosters more humanistic management approaches. Notably, progressivism, perennialism, and reconstructionism did not emerge as significant predictors within the regression model. These results suggest that pupil control ideology is not merely a technical classroom management preference but is deeply rooted in teachers’ broader philosophical frameworks. The study emphasizes the necessity of incorporating critical philosophical reflection into teacher education and professional development programs to foster more reflective and democratic classroom environments.
Copyright (c) 2026 Journal of Management and Educational Sciences https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of Artificial Intelligence and Digital Health Technologies in Digital Health Systems Education
The increasing prevalence of digital health technologies and artificial intelligence applications in healthcare has made it important to understand the perceptions and expectations of healthcare professionals training in this field regarding these technologies. The aim of this study is to determine the perceptions of students enrolled in the Digital Health Systems Technician programme regarding digital health systems, artificial intelligence and digital health technologies, their assessments of the contribution of these technologies to the quality of healthcare services, and their career expectations in the field of digital health. The research was conducted using a phenomenological design within the framework of a qualitative research approach. The study group consisted of 14 students (8 male, 6 female) enrolled in the Digital Health Systems Technician programme at a private university. Data were collected through semi-structured interviews and analysed using content analysis. The findings indicate that students regard digital health systems as a fundamental element that enhances the speed, efficiency and information management of healthcare services. Whilst the participants noted that artificial intelligence would make significant contributions, particularly in early diagnosis, big data analysis, clinical decision support and patient follow-up processes, they emphasised that this technology should be used as a tool to support healthcare professionals’ decision-making processes rather than as a system to replace them. The students also held the view that digital health systems improve the quality of healthcare services, support patient safety and facilitate rapid access to information. Furthermore, it was stated that data security and the protection of patient privacy are fundamental requirements for the sustainability of digital health applications. All participants indicated that they plan to work in the field of digital health after graduation and view this field as an important and constantly evolving career opportunity. In conclusion, the research reveals that students hold positive perceptions of digital health systems and artificial intelligence technologies, regard these technologies as a strategic element in the future of healthcare, and are strongly oriented towards pursuing a career in the field of digital health.
The Effect of Occupational Safety Literacy on Job Satisfaction Among Teachers: The Contribution of Occupational Safety Self-Efficacy
The aim of this study is to examine the effect of teachers’ occupational health literacy and their perceptions of occupational health and safety self-efficacy on job satisfaction. The study was conducted using a correlational survey model, one of the quantitative research methods. The study population consisted of teachers working in state educational institutions affiliated with the Ministry of National Education in the province of Diyarbakır during the 2025–2026 academic year. The study was carried out with the participation of 388 teachers. Data were collected using a Personal Information Form, the Occupational Health Literacy Scale, the Occupational Health and Safety Self-Efficacy Scale and the Minnesota Job Satisfaction Scale. Data analysis involved descriptive statistics, Pearson correlation analysis, simple and multiple linear regression analyses, and mediation analysis using the PROCESS Macro Model 4. The research findings indicated that teachers’ levels of job satisfaction, occupational health literacy and perceived self-efficacy in occupational health and safety were high. According to the results of the correlation analysis, a moderate, positive and significant relationship was found between job satisfaction and occupational health literacy (r = .515, p < .001), whilst a positive and significant relationship was found between job satisfaction and perceived self-efficacy in occupational health and safety (r = .360, p < .001). Furthermore, a strong positive relationship was found between occupational health literacy and the perception of self-efficacy in occupational health and safety (r = .737, p < .001). Regression analyses revealed that occupational health literacy significantly and positively predicted job satisfaction. Although the perception of occupational health and safety self-efficacy predicted job satisfaction on its own, it lost its significant effect when included in the model alongside occupational health literacy. The results of the mediation analysis, however, showed that the perception of occupational health and safety self-efficacy did not play a significant mediating role in the relationship between occupational health literacy and job satisfaction. Consequently, it was determined that occupational health literacy is the strongest predictor of teachers’ job satisfaction. The findings highlight that occupational health literacy plays a significant role in developing a safety culture within educational institutions and in supporting teachers’ professional well-being.
Occupational health and safety self-efficacy
Teachers’ Views on the Impact of Artificial Intelligence Applications in Classroom Management on Students’ Emotional Intelligence Development
The purpose of this study is to examine the effects of artificial intelligence applications used in classroom management on the development of students’ emotional intelligence, based on the perspectives of secondary school teachers. The study was conducted using a case study design within the framework of a qualitative research approach. The study group consisted of 10 secondary school teachers selected through purposive sampling. Research data were collected using a semi-structured interview form developed by the researcher and analyzed using content analysis. The research findings indicate that teachers view AI applications as important tools that support learning, facilitate teaching processes, and can be adapted to students’ individual needs. Participants noted that emotional intelligence plays a significant role in students’ academic achievement, self-awareness, empathy skills, communication competencies, and social relationships. The vast majority of teachers stated that AI applications could contribute to the development of students’ self-awareness, motivation, and self-confidence. In particular, personalized feedback, individualized learning support, and students’ ability to track their own learning processes were seen as significant advantages. The study found that AI applications have the potential to support social skills, help students recognize their strengths and weaknesses, and increase interest in learning. However, teachers expressed concerns that the unconscious or excessive use of AI applications could reduce students’ social interactions, weaken their empathy skills, and lead to technology addiction. Participants emphasized that while AI can be used as a supportive tool in the educational process, it cannot replace the teacher’s guiding role, human relationships, or emotional bonds. In conclusion, the research shows that AI applications have the potential to support the development of students’ emotional intelligence; however, for this potential to be effectively realized, the applications must be used in accordance with pedagogical principles, under teacher guidance, and with a human-centered approach.
The Effect of Students’ Attitudes Towards Music Lessons on Their Perception of School Climate
The aim of this research is to examine how students' attributions to music lessons affect the school climate. This research utilized a correlational survey model, a quantitative research method. Two separate scales were used to collect data. The first data collection tool was designed to measure students' attributions to music lessons and consisted of sub-dimensions of attitude, learning environment, extracurricular musical environment, recorder, and talent. The second data collection tool was developed to measure students' perceptions of the school climate and included sub-dimensions of supportive teacher behaviors, achievement orientation, and a safe learning environment. Additionally, a personal information form was used to obtain participants' demographic information. SPSS 30 software was used to analyze the data. The findings show that how students evaluate music lessons significantly affects their perceptions of the school climate. In particular, a positive perception of the music lesson learning environment contributed to students feeling both the supportive behaviors of teachers and the school's achievement orientation more strongly. In conclusion, students' positive attributions to music lessons and the lesson providing a positive learning environment contribute to the development of the school climate. To strengthen this positive impact of music lessons on the school climate, it is recommended that the lesson be designed in a student-centered, participatory, and multifaceted way; and that practices supporting students' musical self-confidence and abilities be widespread.
School Principals’ Leadership Styles and Teacher Burnout: A Study of Middle Schools in Ankara
The purpose of this study is to examine the relationship between the leadership styles adopted by middle school principals and teachers’ levels of burnout, based on teachers’ perspectives. The study examined the effects of transformational and interactive leadership behaviors on teacher burnout. The research was conducted using a correlational survey model. The sample consisted of 311 teachers working in public middle schools in the province of Ankara during the 2024–2025 academic year. Data were collected via an online survey. The Multifactor Leadership Questionnaire (MLQ) and the Maslach Burnout Inventory (MBI) were used as data collection instruments. Descriptive statistics, Pearson correlation analysis, and the independent samples t-test were applied in the data analysis. The research findings indicate that there are significant relationships between the leadership styles exhibited by school principals and teachers’ levels of burnout. In particular, it was determined that transformational leadership behaviors are negatively associated with teacher burnout. It was also found that transactional leadership behaviors show a more limited association with certain dimensions of burnout. The results demonstrate that school administrators’ leadership behaviors play a significant role in teachers’ professional well-being and their perceptions of their work life. The research findings were discussed within the framework of the relevant literature, and recommendations for practice were presented.
The Relationship Between Disaster Literacy and Disaster Preparedness Among Healthcare Workers
The aim of this study is to examine the effect of disaster literacy levels among healthcare workers employed at public hospitals on their disaster preparedness behaviors. The study was conducted using a correlational cross-sectional design, and the study group consisted of 344 healthcare workers employed at a public hospital in Istanbul. Data were collected using the Disaster Literacy Scale and the General Disaster Preparedness Scale. Descriptive statistics, Pearson correlation analysis, and multiple linear regression analysis were used in the data analysis. The findings of the study indicated that the participants’ levels of disaster literacy and general disaster preparedness were above the moderate level. The results of the Pearson correlation analysis revealed a positive and significant relationship between disaster literacy and general disaster preparedness. Additionally, it was found that the disaster literacy dimensions of risk reduction and preparedness were positively associated with general disaster preparedness. The results of the multiple linear regression analysis showed that the established model was statistically significant. The model explains 8% of the variance in the general disaster preparedness variable. According to the regression results, while the preparedness dimension of disaster literacy is a significant predictor of general disaster preparedness, the effect of the risk reduction dimension was not found to be significant. In conclusion, the study revealed that disaster literacy plays a significant role in healthcare workers’ disaster preparedness behaviors. In particular, it is assessed that developing knowledge and skills related to the preparedness dimension could contribute to enhancing healthcare workers’ levels of disaster preparedness.
An Examination of the Relationships Between AI Literacy, Attitudes Toward AI, and Creativity
The aim of this study is to examine the relationships between university students’ artificial intelligence literacy, attitudes towards artificial intelligence, and levels of creativity, and to determine the predictive power of artificial intelligence literacy and attitudes towards artificial intelligence on creativity. The study was conducted using a correlational survey model within the framework of a quantitative research approach. The study sample consisted of 427 university students enrolled in various higher education programmes. Data were collected using the Personal Information Form, the Artificial Intelligence Literacy Scale, the General Attitude Towards Artificial Intelligence Scale, and the Kaufman Creativity Domains Scale. Descriptive statistics, Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. The research findings indicated that the students’ levels of artificial intelligence literacy were high, their attitudes towards artificial intelligence were positive, and their levels of creativity were above average. According to the results of the correlation analysis, a positive and significant relationship was found between AI literacy and creativity (r=.156, p<.01). Furthermore, a positive and significant relationship was identified between attitudes towards AI and creativity (r=.329, p<.01). A positive and significant relationship was also found between AI literacy and attitudes towards AI (r=.182, p<.01). The results of the multiple regression analysis showed that AI literacy and attitudes towards AI together predicted creativity at a significant level (R²=.118, p<.001). Upon examining the standardised regression coefficients, it was determined that attitude towards AI is the strongest predictor of creativity (β=.311, p<.001). In conclusion, the research has demonstrated that AI literacy and positive attitudes towards AI are associated with students’ levels of creativity. The findings suggest that in applications involving the integration of artificial intelligence in higher education, not only technical competencies but also students’ attitudes towards artificial intelligence must be taken into account.
Attitude towards artificial intelligence
The Relationship Between Cultural Values and Communication Styles: A Comparative Analysis of the Hofstede and Hall Approaches
Culture is one of the fundamental social elements that shape individuals’ thought patterns, value systems, and communication behaviors. Among the theoretical approaches developed to explain the impact of cultural differences on communication processes, Geert Hofstede’s individualism–collectivism cultural dimension and Edward T. Hall’s high-context and low-context communication approaches hold a significant place. The aim of this study is to examine the relationship between cultural values and communication styles at a conceptual level by considering these two theoretical approaches together. The research is a conceptual review study conducted within the scope of a qualitative research approach. The study reviews national and international literature in the fields of cross-cultural communication, cultural dimensions, and communication theories; the information obtained is evaluated from a comparative and integrative perspective. The analysis reveals that individualistic cultures tend to exhibit more low-context communication characteristics, while collectivist cultures largely align with high-context communication structures. Furthermore, it was observed that Hofstede’s approach to explaining cultural values and Hall’s approach to explaining communication processes are complementary in nature, and when evaluated together, they contribute to a more comprehensive understanding of the phenomenon of intercultural communication. By revealing the structural relationship between cultural values and communication styles, this study offers a theoretical contribution to the literature on cross-cultural communication; it also includes evaluations from the perspectives of application areas such as organizational communication, leadership, marketing, and international business relations. In this regard, the study proposes a comprehensive theoretical model aimed at explaining the relationship between cultural values and communication behaviors
Adaptation of the Instructional Leadership Scale into Turkish: A Validity and Reliability Study
The aim of this study is to adapt the Instructional Leadership Scale (PILS) developed by Lai and Lien (2023) into Turkish and to examine its psychometric properties. The original scale consisted of five dimensions and 30 items, which were reduced to 21 items and a five-factor structure through validation processes. In this study, the scale was adapted into Turkish and tested within a different cultural context. The study sample consisted of 291 teachers. The translation process was conducted using forward–backward translation, and content validity was ensured through expert evaluation. Exploratory factor analysis (EFA) and reliability analyses were performed to examine the construct validity and internal consistency of the scale. The results indicated that the Turkish version of the scale differs from the original structure and demonstrates a two-factor structure with 21 items. The overall Cronbach’s alpha coefficient was found to be 0.967, while the reliability coefficients for the two sub-dimensions were 0.907 (8 items) and 0.962 (13 items), respectively. These findings indicate a high level of internal consistency. The results suggest that the Turkish version of the Instructional Leadership Scale is a valid and reliable measurement tool. The scale can be used to assess principals’ instructional leadership behaviors and contributes to the literature by highlighting the impact of cultural context on scale structure.
Measuring Travel Planning Behaviors of Foreign Visitors: Adaptation and Psychometric Evaluation of the Travel Planning Scale
The aim of this study is to adapt a measurement tool into Turkish to assess the travel planning behaviors of foreign visitors and to examine its psychometric properties. The population of the study consists of foreign visitors departing from Antalya Airports between January 1 and June 24, 2023. According to official statistics provided by the Antalya Governorship, the population size is approximately 5 million individuals. The sample size was calculated using the formula for known populations and determined as 384 participants at a 95% confidence level. A purposive sampling method was employed. The data collection instrument was the Travel Planning Scale adapted from the E4 form of the ATLAS survey, consisting of 10 items. To evaluate the construct validity of the scale, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. EFA results revealed a two-factor structure explaining 76.54% of the total variance, with factor loadings ranging between .71 and .91. CFA results indicated an acceptable model fit (χ²/df=4.50; GFI=0.93; CFI=0.94; NFI=0.94). Reliability analysis showed a high internal consistency with a Cronbach’s alpha coefficient of .94. The findings indicate that the Turkish version of the Travel Planning Scale is a valid and reliable instrument. The scale can be effectively used in tourism research to analyze the travel planning behaviors of foreign visitors.
Hospital Information Management System (HBYS) Process Efficiency and Service Continuity Scale: A Validity and Reliability Study
The aim of this study is to develop a valid and reliable measurement tool to assess the effects of the Hospital Information Management System (HIMS), which is widely used in healthcare institutions, on service processes. To this end, the “Hospital Information Management System (HIMS) Process Effectiveness and Service Continuity Scale” was developed. During the scale development process, the relevant literature was reviewed; an item pool was created by considering dimensions such as process management in healthcare services, service continuity, time efficiency, access to information, error reduction, and interdepartmental coordination. The scale, which achieved content validity based on expert opinions, was structured to consist of 12 items and six sub-dimensions. The study was conducted using the correlational survey model, one of the quantitative research methods. The study group consisted of a total of 247 medical secretaries working at Bayrampaşa State Hospital in Istanbul who voluntarily participated in the study. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied to examine the scale’s construct validity. The analysis results indicated that the scale’s six-factor structure is theoretically meaningful and statistically acceptable. The reliability of the scale was examined using Cronbach’s alpha, which was found to be α = .972. Item-total correlations ranged from .688 to .919, and it was determined that all items contributed significantly to the measured structure. Additionally, no significant increase in the reliability coefficient was observed when any item was removed. The findings reveal that the HBYS is an important tool that enhances process efficiency in healthcare services, supports service continuity, and improves operational processes. This developed scale provides researchers and practitioners with a valid and reliable measurement tool to assess the effects of EHR use on process performance in healthcare institutions. Future studies are recommended to test the scale on different samples and to develop shorter versions of it.
The School Organizational Climate from the Perspectives of Teachers and School Administrators: Findings from Public Elementary and Middle Schools
The purpose of this study is to examine how the organizational climate is perceived in public elementary and middle schools according to the views of teachers and school administrators, and whether these perceptions differ based on certain demographic variables. The research is descriptive in nature and was conducted using a general survey model. The population of the study consists of teachers and school administrators working in public elementary and middle schools in the city center of Ankara during the spring semester of the 2022–2023 academic year. The sample of the study consists of a total of 511 teachers and school administrators who voluntarily participated from 112 schools located in nine districts of Ankara. The Organizational Climate Scale was used as the data collection tool in the study. Descriptive statistics, t-test for independent samples, and one-way analysis of variance (ANOVA) were applied in the analysis of the data. The findings show that the positive dimensions of the organizational climate are perceived at a medium and above-medium level, while the negative dimensions are perceived at a relatively low level. Furthermore, it was determined that some organizational climate dimensions differed significantly according to the variables of gender, professional seniority, education level, job type, and school type. It is believed that the findings will contribute to the development of school administrators' leadership practices and the creation of a more positive organizational climate in schools.
Imam Hatip Schools in the Context of the Relationship Between Secularism and Religious Education: The Educational Representation of Religious Identity in Turkey
Turkey's modernization process is a profound transformation shaped by the goal of Westernization within the framework of the principle of secularism. The principle of secularism, adopted as the cornerstone of this process, initially expressed a neutral stance toward the separation of religion from state affairs; however, over time, it merged with secularism, tending to establish a structure distant from religion and, in some cases, becoming exclusionary, leading to a permanent tension between the religious values of society and the ideological orientation of the state. This approach, particularly evident in education and public policies, has exerted a repressive influence on religious and conservative segments of society; the visibility of religious identities has been regarded as problematic in the public sphere. This secular-secular combination, centering on the paradigm that defined modernization as progress, equated traditional and religion-based lifestyles with backwardness. As a result, religious circles were marginalized for many years, their educational rights were restricted, and their faith-based demands were not considered legitimate. It is within this historical context that Imam Hatip Schools have become not only vocational institutions established to train religious officials, but also an important structure where individuals who wish to preserve their religious identity can gain public visibility, achieve social mobility, and ensure cultural continuity. Imam Hatip Schools, which play a conciliatory role between the secular state ideology and the religious sensitivities of the people, have become the center of political and social debates; beyond being institutions that train religious officials, they have become an educational model where religious individuals can receive education while preserving their identities, gain public visibility, and achieve social mobility. The main objective of this study is to reveal how Imam Hatip Schools have transformed in the context of secularism policies and religious education debates in Turkey; to analyze the historical development process of these institutions, their impact on the social and political spheres, as well as their technological and developmental processes; and to reveal the effects of the secular perspective on religious groups.
The Ideological Continuity and Invisibility of Education: A Theoretical Reading in the Context of Neoliberal Globalization
Within the context of the modern nation-state, education has functioned as a central ideological apparatus through which social integration, political legitimacy, and citizenship are produced and reproduced. In the era of neoliberal globalization, however, educational policies are increasingly reconfigured around technical and managerial rationalities, performance, accountability, and human capital discourses. This transformation is often interpreted as a weakening of education’s political character or as a decline in its ideological function. By contrast, this study conceptualizes this process not as the disappearance of ideology, but as a historically continuous reorganization of its mode of operation. In this regard, the notion of ideological invisibility is employed to examine how the ideological function of education is reproduced not only through explicit political discourses, but also through technical policy instruments, managerial rationalities, and assessment regimes. The study argues that, under neoliberal globalization, education continues to play a central role in the reproduction of social order, while simultaneously rendering its ideological function less visible. In doing so, it offers a theoretical contribution to the literature on globalization, education, and ideology by foregrounding the rearticulation of ideology within technical and managerial forms of governance.
Adaptation of the Pedagogical Leadership Scale into Turkish: A Study of Validity and Reliability
The purpose of this study is to examine the validity and reliability of the Turkish adaptation of the Pedagogical Leadership Scale developed by Berhanu (2024). The original scale addresses pedagogical leadership through four sub-dimensions—social, professional, intellectual, and academic capital—and 32 items. The research was conducted within the scope of the survey model, one of the quantitative research designs; the study group consisted of 396 teachers working in different provinces of Turkey. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied to test the construct validity of the scale. Based on the CFA results, it was decided to remove two items (items 6 and 10) from the social capital dimension due to their low factor loadings and insufficient discriminant properties; it was determined that the scale was transformed into a structure consisting of three sub-dimensions and 30 items. The resulting three-factor structure was tested using CFA, and it was found that both the first-order and second-order models had acceptable and excellent fit indices. In the adapted scale, the Social Capital dimension measures the headteacher's pedagogical leadership behaviours in establishing trust-based relationships, strengthening collaboration, and creating a participatory school culture; the Collective Professional Capital dimension measures teachers' participation in shared professional learning processes, joint decision-making on teaching matters, sharing professional judgements, and developing collective teaching capacity; while the Academic Practice Capital dimension measures pedagogical practices that directly reflect learning-teaching processes, such as teaching methods, assessment approaches, collaborative learning, real-life connections, and knowledge structuring. The scale as a whole aims to reveal the extent to which school principals support teaching and learning processes in a systematic, practical and sustainable manner. As a result of reliability analyses, Cronbach's alpha coefficients for the scale as a whole and its sub-dimensions were found to be high. The findings indicate that the Pedagogical Leadership Scale is a valid and reliable measurement tool in the context of the Turkish education system and can be used in research in the field of educational management.
The Level of School Administrators' Communication Skills Predicting Teachers' Psychological Well-Being: An Examination in the Context of School Climate
The purpose of this study is to examine the relationships between school administrators' communication skills, school climate, and teachers' psychological well-being levels according to teachers' perceptions, and to determine the extent to which administrators' communication skills and school climate predict teachers' psychological well-being. The research was designed as a correlational survey model. The sample of the study consisted of 261 teachers working in vocational high schools in the Altındağ district of Ankara. The Communication Skills Scale, Psychological Well-Being Scale, and School Climate Scale were used as data collection tools. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson's moment correlation analysis, and multiple linear regression analysis techniques were used in the analysis of the data. The research findings show that there is a positive and significant relationship between school administrators' communication skills and teachers' psychological well-being; however, there is a negative and significant relationship between perceptions of school climate and psychological well-being. According to the results of the multiple linear regression analysis, when administrators' communication skills and school climate are considered together, they significantly predict teachers' levels of psychological well-being. When examining the regression coefficients, it was determined that the strongest variable in predicting teachers' psychological well-being was administrators' communication skills. The results obtained reveal that managerial communication and the organizational context of the school play a critical role in enhancing teachers' psychological well-being.
The Role of Organizational Commitment in Predicting Organizational Presenteeism Behaviors: A Study on Vocational High School Teachers
The purpose of this study is to examine the predictive role of vocational high school teachers' levels of organizational commitment on their organizational presenteeism behaviors. The study was conducted on 295 teachers working in vocational high schools located in the Altındağ and Beypazarı districts of Ankara province. A correlational survey model was used in the study. The Organizational Commitment Scale (emotional, continuance, and normative commitment sub-dimensions) and the Organizational Presenteeism Scale (individual, organizational, and environmental presenteeism sub-dimensions) were used as data collection tools. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression analysis were applied to analyze the obtained data. The findings showed that organizational commitment did not predict organizational presenteeism behaviors at a significant level overall. However, it was determined that normative commitment had a positive and significant effect on individual presenteeism, while continuance commitment predicted the organizational presenteeism sub-dimension in a negative direction. No significant predictive effect was found for the other sub-dimensions. The research results show that presenteeism behaviors among teachers cannot be explained solely by organizational commitment; these behaviors emerge from the interaction of individual, organizational, and environmental factors. Accordingly, it is recommended that holistic approaches prioritizing teachers' health and working conditions be developed.
Copyright (c) 2025 Journal of Management and Educational Sciences https://creativecommons.org/licenses/by/4.0
The Effect of Teachers' Job Satisfaction Levels on Organizational Presenteeism
The purpose of this study is to examine the effect of teachers' job satisfaction levels on organizational presenteeism. The research was conducted on a total of 327 teachers working in the provinces of Izmir, Antalya, and Şanlıurfa during the 2024–2025 academic year. A correlational survey model, one of the quantitative research methods, was used in the study. The Socio-Demographic Information Form, Job Satisfaction Survey, and Organizational Presenteeism Scale were used as data collection tools. The data obtained were analyzed using the SPSS 25.0 software package; descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), Pearson correlation, and multiple linear regression analyses were applied. According to the research findings, teachers' levels of organizational presenteeism were found to be moderate, while their levels of job satisfaction were relatively high. No significant differences were found in job satisfaction and organizational presenteeism scores based on gender, marital status, and education level variables. In contrast, significant differences were found in organizational presenteeism levels based on age and professional experience variables. Regression analysis results showed that some sub-dimensions of job satisfaction (particularly salary, benefits, and coworkers) were significant predictors of organizational presenteeism. However, a low and statistically insignificant relationship was found between overall job satisfaction and organizational presenteeism. In conclusion, it was found that organizational presenteeism behaviors, which limit teachers' functional performance despite their physical presence in schools, are particularly related to working conditions and perceptions of organizational support. In this context, it is considered that institutional improvements aimed at increasing teachers' job satisfaction may be effective in reducing presenteeism behaviors.
Examining the Relationship Between School Principals' Job Satisfaction and Burnout Levels
The purpose of this study is to examine the relationships between school principals' job satisfaction levels and their burnout levels (emotional exhaustion, depersonalization, and personal accomplishment). The study was conducted on a total of 109 school principals working in the Mamak and Altındağ districts of Ankara province and the Süleymanpaşa district of Tekirdağ province. The study was designed based on the correlational survey model, one of the quantitative research methods. The Job Satisfaction Scale and the Maslach Burnout Inventory were used as data collection tools in the study. The data obtained were analyzed using the SPSS 25.0 statistical package program. Descriptive statistics, normality tests, the t-test for independent samples, one-way analysis of variance (ANOVA), Pearson correlation analysis, and multiple linear regression analysis techniques were used in the analysis process. The research findings revealed that there were significant and negative relationships between school principals' job satisfaction and burnout levels. It was determined that job satisfaction, particularly in terms of salary, supervision, and internal communication, significantly predicted emotional exhaustion and depersonalization levels. In addition, it was found that the working conditions and rewards sub-dimension positively affected school principals' perceptions of personal success. In terms of demographic variables, no significant difference was found based on gender; however, significant differences were found in some job satisfaction and burnout sub-dimensions based on age and type of school. In conclusion, the research findings show that increasing school principals' job satisfaction plays an important role in reducing their burnout levels. In this context, it is recommended that organizational arrangements supporting the psychological well-being of managers in educational institutions be developed.
Examining the Effect of Post-Traumatic Stress Disorder on Adolescent Resilience and School Burnout in Adolescents in the Earthquake Zone
The purpose of this study is to examine the effects of post-traumatic stress disorder on adolescent delinquency and school burnout in adolescents in earthquake-affected areas. The sample of the study consists of 312 adolescents who experienced an earthquake and are enrolled in secondary education institutions. Data were collected using quantitative research methods. Findings showed that PTSD-TÖ scores did not have a significant effect on school burnout (p > .05). However, a low level of positive correlation was found between adolescents' stress reactions and school burnout. Therefore, it can be said that post-traumatic stress alone is not a determinant of school burnout, but that there is a weak relationship between the two variables. On the other hand, a significant and positive effect of PTSD-TÖ scores on adolescent delinquency was found (β = .121, p < .05). This finding reveals that adolescents who exhibit higher stress responses after an earthquake tend to show an increase in rebellious behavior. Furthermore, a moderate and positive relationship was found between school burnout and adolescent rebelliousness. When examined in terms of demographic variables, partial differences were determined according to gender and age groups. In conclusion, the research findings show that post-earthquake stress responses in adolescents have a significant effect, particularly on defiant behavior, and are only moderately related to school burnout. These results indicate that post-disaster psychosocial support programs should focus not only on academic motivation but also on behavioral adjustment in adolescents.
A Study to Develop a Valid and Reliable Scale for Measuring the Contribution of Managerial Screens to Hospital Performance: YEPKÖ
The purpose of this study is to develop a valid and reliable measurement tool to assess the contribution of executive dashboard screens used within hospital information management systems (HIMS) to hospital performance. The research was conducted using a quantitative research approach with a correlational survey model. The population of the study consisted of hospital administrators working in public hospitals operating in the Anatolian side of Istanbul; the sample consisted of 131 administrators who participated in the research on a voluntary basis. The scale development process was carried out systematically based on literature review, expert opinions, pilot application, and statistical analyses. According to the results of Exploratory Factor Analysis (EFA), the scale exhibited a structure consisting of a total of 35 items and five sub-dimensions. This structure was tested using Confirmatory Factor Analysis (CFA), and it was determined that the five-factor model had acceptable and strong fit indices (CFI = 0.96; NNFI = 0.95; NFI = 0.93; RMSEA = 0.10). The internal consistency of the scale was assessed using Cronbach's Alpha coefficient and was calculated as α = .97 for the total scale. The findings show that the Managerial Screen Performance Contribution Scale (MSPCS) is a valid and reliable tool for measuring the impact of digital management screens that contribute to hospital managers' clinical, managerial, financial, and strategic decision-making processes on performance. The scale is considered suitable for use in academic research in the field of healthcare management and in practice-oriented performance evaluation studies.
Demand Analysis for Water Sports on Lake Eğirdir and Winter Sports at Davraz Ski Center within the Scope of Recreational Sports Tourism
The purpose of this study is to examine the demand dynamics for water sports on Lake Eğirdir and winter sports at Davraz Ski Center within the scope of recreational sports tourism from a multi-stakeholder perspective. The study comprehensively addresses the dimensions that influence sports tourism demand, including capacity and season management, safety, pricing and packaging, events and collaborations, environmental sustainability, marketing, and data-driven decision-making. The research was designed using a qualitative research approach and employed a multi-site case study design. The study group consisted of representatives from the municipality and provincial tourism directorate, facility operators, sports clubs and coaches, tourist guides, and civil society organization representatives. Data were collected using a semi-structured interview guide consisting of a core and modular structure and analyzed using thematic and content analysis methods. The research findings reveal that the demand for sports tourism is highly seasonal and dependent on climatic conditions, and that the short season at Davraz Ski Center limits the sustainability of demand. While capacity overload and congestion problems occur during peak periods, demand remains low during shoulder seasons. It was determined that security measures are provided at a basic level, but crisis management and coordination between stakeholders need to be strengthened. The fact that pricing processes are largely determined by public institutions and federations limits dynamic pricing and targeted packaging applications. Although races, festivals, and sports camps have a strong demand-boosting effect, it has been observed that these events are not planned within a sustainable calendar. It has been determined that environmental sustainability practices are not standardized and are not systematically communicated to visitors. While social media and influencer-based promotion stand out in marketing activities, data-driven decision-making and CRM applications have been found to be limited. Consequently, it was concluded that in order to increase demand in a sustainable manner in the sports tourism destinations of Eğirdir and Davraz, short-term pricing and campaign applications must be integrated with medium and long-term infrastructure investments, a four-season sports tourism vision, and a data-driven, multi-stakeholder management approach.
Effect of Foam Roller Exercises on People with Chronic Non-Specific Low Back Pain
The aim of this study is to investigate the effects of the CRSG exercise technique, which will be applied to people with chronic low back pain lasting at least six months, on pain, flexibility, balance, mobility and daily activities. The universe of the study consists of individuals with long-term low back pain problems between 2022-2023. The foam roller group (CRSG) and the home exercise group (EEG) are the two groups of the study. Individuals aged between 40 and 70 years, who had non-specific low back pain lasting more than 4 months, who were not included in an active exercise program, who did not have neurological deficits such as abnormal sensation, loss of muscle strength or loss of reflexes in the lower extremity and who did not have any indications for surgery were included in the study. The program in each group lasted eight weeks, three days a week and thirty minutes a day. The sessions in both groups consisted of three different parts: warm-up, main exercise and cool-down. The initial exercise part lasted forty minutes. The exercises in the program first consist of breathing and warm-up exercises. As a result of the study, it was found that there was no significant difference between the groups participating in the study in terms of pain, quality of life and physical functions (p>0.05). The foam roller group showed a significant difference in some parameters of the post-tests of both groups in terms of getting out of bed, driving, shopping, running, walking, general health status and pain intensity (p<0.05). There was a significant difference between the two groups in the parameters of CRSG in terms of walking long distances, pain intensity, general health status and feeling calmer and more peaceful (p<0.05). The results generally showed that foam roller exercises have a greater treatment effect than other types of exercises for people with low back pain (LBP).
Academic Studies on the Use of Turkish Music Elements in Piano Education in Turkey (2015–2025): A Systematic Review
This research aims to systematically examine academic studies conducted between 2015 and 2025 on the use of Turkish music elements in piano education in Turkey. Within the scope of the study, theses and articles on the use of makam, usûl, irregular rhythm, modal melody, folk songs, and regional motifs for educational purposes in piano education were evaluated. The research was conducted using descriptive content analysis and systematic literature review methods; the data obtained were analysed using a qualitative meta-synthesis approach. The studies examined were coded in terms of the type of Turkish music element, form of use, level of education, methodological characteristics, and pedagogical contributions; they were then classified and evaluated under a thematic structure. The findings indicate that Turkish music elements are becoming increasingly visible in piano education, with a particular focus on studies related to folk song adaptations, irregular rhythm exercises, and the transfer of modal structures to the piano. Most studies have found that Turkish music materials increase student motivation, contribute to rhythmic and technical development, and foster cultural awareness. However, the limited sample size of the studies, the low methodological diversity, and the scarcity of experimental studies focused on application have been identified as significant shortcomings. In conclusion, the integration of Turkish music elements into piano education has been seen to make meaningful contributions to both the technical and cultural development of students. However, to develop the field more comprehensively, it is recommended that experimental studies on applicability at different levels of education be increased, large-sample studies be conducted, and pedagogical models be developed for transferring modal structures to the piano.
An Investigation of Secondary School Students' Participation Levels in Recreational Activities and Their Attitudes Towards Physical Education Classes: The Case of Sultangazi
The purpose of this study is to examine the relationship between secondary school students' levels of participation in recreational activities and their attitudes towards physical education classes. The survey model, one of the quantitative research methods, was used. The sample of the study consisted of 610 high school students (383 female, 227 male) studying in the Sultangazi district of Istanbul. Data were collected using the ‘Short Form of the Leisure Attitude Scale (SZTÖ-KF)’ and the ‘Physical Education Class Attitude Scale’. Descriptive statistics, t-tests, ANOVA, and multiple regression analyses were used to analyse the data. Findings indicate that students' attitudes towards free time and physical education classes are generally high. Significant differences were found based on gender and age variables; male students scored higher on all sub-dimensions, and attitude levels decreased with age. Furthermore, it was observed that the cognitive, affective, and behavioural dimensions of leisure time attitudes significantly predicted attitudes towards physical education classes. Consequently, it can be stated that participation in recreational activities strengthens students' positive attitudes towards physical education classes and plays an important role in fostering lasting habits towards physical activity.
Adaptation of the Teacher Activity Scale for Promoting Physical Activity in the Classroom into Turkish: A Study of Validity and Reliability
The purpose of this study is to adapt the ‘Teacher Activity Scale for Promoting Physical Activity in the Classroom’ developed by Centeio and colleagues (2022) into Turkish and to conduct validity and reliability analyses. The sample of the study consisted of 410 classroom teachers working in different regions of Turkey. The translation-back translation method was applied during the adaptation process of the scale, expert opinion was obtained, and a pilot study was conducted. As a result of Exploratory Factor Analysis (EFA), a three-factor structure (student barriers, institutional barriers, educational barriers) was obtained for the scale. Confirmatory Factor Analysis (CFA) validated this structure, showing excellent fit indices (χ²/df = 1.03; RMSEA = 0.008; CFI = 0.98; TLI = 0.97). The Cronbach's alpha values of the scale ranged from .77 to .90, indicating a high level of reliability. This scale aims to measure primary school teachers' self-efficacy regarding their confidence in providing physical activity during the school day. The findings indicate that the scale is a valid and reliable measurement tool in Turkish culture and contributes to determining teachers' competence in integrating physical activity.
Adaptation of the Scale for School Principals' Role in Promoting Sports Activities into Turkish: Validity and Reliability Study
The purpose of this study is to adapt the Scale of School Principals' Roles in Promoting Sports Activities into Turkish and to conduct validity and reliability studies. The research was conducted with 380 physical education teachers working across Turkey. The linguistic equivalence of the scale was ensured through the translation-back translation method and expert opinions. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used in the analysis of the data, and reliability was tested using Cronbach's alpha, composite reliability (CR) and item-total correlations. The findings confirmed the four-dimensional structure of the scale (planning, management, implementation and encouragement/reward). Factor loadings ranged from .639 to .802, with a total variance explained of 58.65%. CFA fit indices (χ²/df = 1.11, RMSEA = 0.014, CFI = 0.98, TLI = 0.96) indicated that the model fit well. Consequently, the Turkish version of the scale was evaluated as a valid and reliable measurement tool. The study provides a comprehensive tool that can be used to measure the roles of school principals in planning, managing, implementing, and encouraging sporting activities.
An Analysis of the 2024 Primary School Turkish Language Curriculum Comprehension Attainments in Terms of 21st Century Skills
In this study, the comprehension skills (listening/viewing and reading) included in the Turkish Language Curriculum for Primary Schools, which was developed within the scope of the Century of Türkiye Education Model, implemented by the Ministry of National Education of the Republic of Türkiye in 2024, were examined in terms of 21st-century skills. The research was conducted using the document analysis method, one of the qualitative research designs, and the data were obtained from the official documents of the Century of Türkiye Education Model Primary School Turkish Curriculum. The data were analyzed through content analysis. Based on the findings, it was observed that comprehension attainments prominently incorporated skills such as critical thinking, problem-solving, self-management, and information literacy. However, contemporary skills such as digital literacy, data literacy, and media literacy were found to be limited at the lower grade levels and were primarily supported through learning experiences in the higher grades. The study reveals that the attainments in the Turkish Language Curriculum are largely integrated with 21st-century skills in the comprehension processes; however, it also indicates a need for content and structural improvements concerning certain contemporary skills.
Sports Businesses In The Era Of Technologıcal Change/Digitalization: The Effect Of Socıal Capital On Organizational Change
The purpose of this study is to examine the effect of the social capital levels of employees working at the Istanbul Metropolitan Municipality (İBB) on their perceptions of organisational change. The research was conducted within the framework of a correlational survey model based on a quantitative research approach. The study group consisted of a total of N=300 employees working in different units within the İBB. The study group was determined using convenience sampling, one of the purposive sampling methods, and individuals of different ages, seniority and education levels were selected to ensure participant diversity. The Social Capital Scale, consisting of two sub-dimensions (relational and cognitive) based on the theoretical framework of Nahapiet and Ghoshal (1998), and the Organisational Change Scale adapted from Vakola and Nikolaou (2005) were used as data collection tools. The construct validity of the scales was tested using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA); factor loadings were above .50, and goodness-of-fit indices (CFI=.99, GFI=.96, RMSEA=.071) were found to be acceptable. The reliability of the scales was assessed using Cronbach's alpha coefficients, and values above .80 were obtained for all subscales. Pearson correlation analysis and multiple linear regression analysis were used in the analysis of the data. The findings indicate positive and significant relationships between both relational and cognitive social capital and organisational change (r=.55 and r=.61, p<.01). According to the regression analysis results, social capital variables explain 52% of the variance in the perception of organisational change, with cognitive social capital being the strongest predictor of organisational change (β=.414, p<.001). The research findings reveal that social capital is a critical factor that facilitates the adaptation of Istanbul Metropolitan Municipality employees to change processes and supports change. At the conclusion of the study, it is recommended that municipal managers and human resources departments design programmes to strengthen social capital, that policymakers develop regulations that support employee commitment and a climate of trust, and that researchers conduct comparative and longitudinal studies in different municipalities.