The aim of this research is to analyze Turkey’s educational inspection system from past to present with a holistic approach. The research was carried out in a document analysis model, one of the qualitative research designs, and the data were analyzed by using the descriptive analysis technique. In this research, legal regulations and scientific research were examined. The inspection of educational institutions came to the fore for the first time in 1838 and was handled with a systematic approach in 1914. In 1926, Educational Assurance Unit was established, and with the ‘Regulation of the Inspection Board, professional training of inspectors was emphasized. The Board of Inspection became one of the advisory and audit units of the Ministry in 1992. From 2011 to 2021, audit discussions were carried out over concepts. In 2022, the election, training, appointment, duties, powers and responsibilities of the inspectors were rearranged. An audit system, which is constantly changed and restored after being found to be wrong, continues to operate in Turkey. As a result, the audit system in Turkey should be handled with a scientifically holistic approach with the contribution of field experts, and the understanding of system building through trial and error should be ended.

This research was carried out with qualitative research and document analysis techniques. This study it is aimed to examine the development of distance education and teacher training practices and their practices in various countries and Turkey. The way to improve the organization is to develop human resources. The understanding of human resources of our age has also grasped the value of human power for the organization and has sought new approaches to develop this resource. Distance education is also considered as an approach where technology is used intensively to train human resources before and during service. Particularly, developments in internet and intranet technology also enable interaction between teacher and learner, learner and learner with virtual classroom applications and the use of whiteboards. Distance education, which found intense application opportunities during the pandemic (Covid 19) affecting the whole world, has brought a new perspective to education processes. In this study, the concept of distance education is discussed in the context of its use in in-service training of teachers.

The purpose of this research is to determine the relationship between school heads' technological leadership levels and learning school levels. In the research, descriptive relational survey model, one of the quantitative research methods, was used. The population of the study consists of 11094 teachers and school administrators working in schools affiliated to the Ministry of National Education in the central district of Onikişubat in Kahramanmaraş in the spring semester of the 2020-2021 academic year. The sample of the study consists of 421 teachers and school administrators determined by convenience sampling method. As data collection tools in the study, the "Technological Leadership Roles of School Administrators Scale" developed by Sincar (2008) within the scope of his doctoral thesis and the "Learning School Scale" developed by Uğurlu, Doğan, and Yiğit (2014) were used. As a result of the analyzes, it was found that the technological leadership levels and learning school levels of the educators participating in the study were at high levels. It was seen that the technological leadership levels and learning school levels of educators (Teacher-School Administrators) differed significantly according to the independent variables of the type of school they work in and the type of duty. The high level of technology leadership behaviors of school administrators has a great effect on learning school levels. School administrators' realization of their technological leadership roles can bring the stakeholders in the school together in a collective way. will lead to action and purpose, make positive judgments on personal and organizational development, and develop personal talents. positive effects on his/her development.

Providing early career exploration opportunities improve students’ academic performance and help them “connect the dots” between self-concept, education, and various career paths. Since there is a growing emphasis to expand elementary students’ early career awareness, the purpose of this quantitative survey study is to explore how elementary students’ self-perceptions change regarding main career development domains including (1) developing self-concept, (2) exploring college and career options, (3) making a connection with personality, education, and career paths. The quantitative findings also report how gender is related to elementary students’ career cluster choices. Elementary school leaders and counselors can use the results to improve young children’s career development by creating systemic and targeted career exploration activities.

The study was conducted to reveal and compare the legal basis of values education in Turkey and the United States of America, Ohio State. For this, firstly, both countries were handled separately, and then, in light of the collected data, a comparison was made using the document analysis method. While emphasizing the concept of values education, detailed statements on the subject in the Turkish education system, especially in the curriculum, in America, general expressions are included in the texts and there are fewer words as values education. Since the Turkish education system is centrally administered, the legal text is unchanged and the same across the country and for all children. However, America is made up of states. For this reason, the education system of each state is different from each other’s. There may be some changes in the legal texts. In addition, there are general legal texts that concern all states in America. In both countries, there are various expressions for raising good citizens and good people. In addition, it has been determined that Atatürk's principles and reforms are also mentioned in the legal texts in Turkey. This can be expressed as placing it in legal texts so that an important value is not forgotten.

In Turkey, the “Museum Education Certificate Program” was launched in 2019 in cooperation with the Ministry of National Education and the Ministry of Culture and Tourism, and within the scope of this program, museum training was given to thousands of teachers from different branches. Within this framework, the purpose of this study is to display the self-efficacy beliefs of teachers who completed museum education formateur or trainee training. This study, which employs survey model, a quantative research method, the sample constitutes 102 teachers working in various branches of different education levels, who voluntarily participated in the study. Self-Efficacy Scale for Museum Education was used as a data collection tool in the research. The data were statistically analyzed and interpreted with SPSS 16.0 program. As a result of the study, it was found out that teachers who received museum education had high levels of self-efficacy beliefs. However, it was concluded that those who received education as formateur had higher levels of self-efficacy compared to those who received education as trainee. Based on the findings, it has been recommended that in-service training activities for museum education should be continued with expanded coverage.

The “deaf-dumb” phenomenon whereby students desist from using the target language in classrooms is still prevalent in China today. Few students in English Medium Instruction (EMI) universities in China actively use English to communicate during instruction. Promoting grit skills could boost students’ self-confidence to enjoy learning a foreign language and communicate more. Data were collected from 85 undergraduates using Grit Scale-Short scale and the Chinese version Foreign Language Enjoyment (FLE) scale. Correlation and regression analyses evaluated the relationship between the variables and revealed a significant correlation between grit and FLE. The T-test showed moderate grit levels among participants, with M=3. While the correlation analysis showed a shallow and positive correlation (r=.276, p=0.010), the linear regression test revealed that a unit increase in the grit scale would contribute to a 0.276 growth in positive attitude toward FLES (β=0.276, p=0.010). This result implies that promoting grit skills could increase FLE. Hence engaging students in frequent self-reflection to boost self-confidence, lower anxiety, and increase self-motivation to use the language often is vital. Moreover, instructors should be caring and patient, give frequent, meaningful, and timely feedback on work completed and break large tasks into smaller chunks to motivate students to work passionately towards achieving set long-term goals.

Purpose -The current study suggests rethinking higher education due to COVID-19 or other similar high-stress conditions. Research Methods - As a result of comparing student perceptions and performance from identical courses in consumer behavior before and during the pandemic, definitive differences were found which lead to the consideration of revisions in the delivery of college courses to expand educational offerings. Findings - The During COVID group scored significantly lower than the Before COVID group in terms of their mid-term exam scores, final exam scores and overall grades for the course. The During COVID group had a significantly less number of likes for class components, a significant increase in the number of dissatisfactions, and a significant increase in the number of improvements for the course when compared to the Before COVID group. Implications for Research and Practice – Further research should assess the impacts of high stress conditions and the suggestions provided here such as determining ways to overcome the lack of person-to-person contact and to adjust the course delivery format and expected deliverables such as tests study materials.