This study aims to develop a valid and reliable scale that can measure the intercultural awareness level of students in an educational environment with different cultures. For this purpose, the data obtained from a total of 535 students studying in grades 5-6-7 and 8 were included in the analysis by random sampling method. In this study, which was carried out in the general survey model, one of the quantitative research methods, 45 questions in the item pool prepared in three sub-dimensions as cognitive, affective, and psychomotor domains were presented to the expert opinion, and the evaluation results from the experts were analyzed with the Davis technique and 19 items were removed and it was decided to keep 26 items in the trial form. As a result of the exploratory factor analysis carried out to provide evidence for the construct validity of the measurement tool, 14 items in different dimensions and determined to be overlapping were removed from the analysis were carried out, and thus a structure consisting of three dimensions and a total of 12 items was reached. Confirmatory factor analysis was performed to examine the model-data fit of the obtained structure and it was determined that the model had a high fit. The two-half reliability coefficient of the measurement tool was determined as 0.74. Based on these findings, it was concluded that the Intercultural Awareness Scale is a valid and reliable measurement tool and teachers can use the developed measurement tool to measure the level of intercultural awareness in the classroom.

This study examines the uncertainties encountered in schools within the framework of school objectives, focusing on their implications for educational processes. Acknowledging that uncertainty is a pervasive phenomenon in schools, the research explores how school objectives can both mitigate and clarify these ambiguities. Using a qualitative research design, data were gathered from school administrators and teachers in primary and secondary schools located in the Efeler district of Aydın province. Semistructured interviews provided in-depth insights, which were subsequently analyzed using content analysis. The findings reveal that uncertainties often disrupt motivation, performance, and the overall functioning of educational institutions. Recommendations for effectively addressing these challenges were proposed, emphasizing proactive strategies for uncertainty management. This study contributes to literature by highlighting the interplay between school objectives and uncertainty, offering a practical framework for improving educational practices in uncertain conditions. It addresses a critical gap by identifying actionable strategies for educational stakeholders, ensuring resilience and adaptability in the face of uncertainties.

The aim of this study is to investigate the effect of guided inquiry-based learning approach on students' academic achievement and science self-efficacy. In the study, a quasi-experimental model with pretestposttest control group was used. The research was carried out with 40 students studying in a public school located in the southeast of Turkey. Within the scope of the application, while the activities in accordance with the guided inquiry-based learning approach were carried out in the experimental group, the Science Curriculum (MoE, 2018) was applied in the control group. Strength and energy achievement test and science self-efficacy scale were used as data collection tools in the study. As a result of the research, it was concluded that guided inquiry-based learning approach had a significant effect on students' academic achievement and self-efficacy. In the study, various suggestions were made for researchers.

Peace as a value makes sense when there is no war. Peace is living in harmony and not fighting others. Peace is a calm and relaxed state of mind. By reflecting on the full and serious meaning of peace, new and creative ways can be found to facilitate people's understanding of friendship and cooperation. It is important to teach peace in these ways in early childhood. Circle time, also called group time, refers to any time when a group of people, usually young children, sit together for an activity in which everyone is involved. This study is about how to introduce peace to kindergarten students as a circle time practice. Peace as a value is included in the twelve living values. Peace as a philosophy and value is the practice of not being hostile to each other in the education of friends. It is based on the expression of feelings and thoughts by a large number of participants, especially at a young age. The circle time practices developed by Mosley (2006) are practiced all over the world at all levels of education, especially in kindergartens. Circle time practices are structurally democratic. Opinions are expressed in turn. Each participant should respect each other's opinions. In this study, the circle time practice was outlined and four activities that can be used in peace education were introduced. The effects of the practices on different age groups are suggested for future research.

The aim of this study is to examine the relationship between school principals' personality traits and teachers' psychological well-being. The research is designed in a relational survey model. The population of the study consisted of teachers working in schools in the Dalaman district of Muğla province during the 2023-2024 academic year. The sample of the study consists of 405 teachers selected from this population using the disproportionate cluster sampling technique. The data were collected using the 'Big Five Personality Scale' and the 'Psychological Well-Being Scale.' Descriptive statistics, t-test, one-way analysis of variance (ANOVA), Pearson correlation analysis, and regression analysis were used to analyze the data. The results obtained from the study show that teachers exhibit a high level of psychological well-being. While teachers' psychological well-being differs according to their gender and the school level they work at, it does not differ according to their seniority. School principals exhibit high levels of conscientiousness and extraversion, moderate levels of agreeableness, openness to new experiences, and neuroticism personality traits. The extraversion personality trait of school principals is a significant predictor of teachers' psychological well-being.

This study investigated the relationship between the career burnout, couple burnout and psychological well-being scores of teachers. The study further investigated whether psychological well-being have mediating role on the relationship between career burnout and couple burnout. The data of the study were collected from 830 teachers. The sample consisted of 349 male and 481 female who are married or in romantic relationship in the metropolitan district of Adana, Turkey. The data were collected by using “Personal Information Form”, “Burnout Scale-Short Version”, “Couple Burnout Scale-Short Version”, “Psychological Well-Being Scale”. The correlation analysis was used to determine the relationships between career burnout, couple burnout and psychological well-being. Then, the structural equality model was used to analyze whether teachers' psychological well-being had a mediating role between career and couple burnout. The study showed that a significant positive relationship was observed between career burnout and couple burnout. Moreover, psychological wellbeing was negatively correlated with career burnout and couple burnout. Finally, the study concluded that psychological well-being plays a partial role in the relationship between teachers' couples and career burnout.

In this study, it was aimed to develop an Academic Staff Satisfaction Scale to determine the satisfaction of academic staff in higher education. For this purpose, this study was conducted in a survey model. The population of this study consists of academic staff working in a total of 14 public universities in seven different geographical regions in the 2020-2021 academic year. Two separate sampling groups were selected to perform exploratory and confirmatory factor analyses. Sample I consists of 394 participants for Exploratory Factor Analysis (EFA). Sample II consists of 262 academic staff for Confirmatory Factor Analysis (CFA). In the development process of the Academic Staff Satisfaction Scale, a comprehensive literature review was conducted, an item pool was created, and expert opinions were taken for the language consistency and content validity of the items. A draft scale consisting of thirty-eight items of 5-point Likert type was developed as a result of the pilot application to ensure the item validity of the raw scale. For construct validity, Kaiser-Meyer-Olkin (KMO) and Bartlett Sphericity test values and the Varimax method were used to find the sub-factors, factor loadings, and variance percentages of the scale. As a result of the Exploratory Factor Analysis (EFA), it was determined that the scale had a 5-factor structure. Varimax rotation technique and principal component analysis were used to determine the factor loadings of the scale items and to analyze whether the items explained more than one factor. According to the Confirmatory Factor Analysis (CFA) results, the structure consisting of five factors and twenty-five items was confirmed. The first and second sub-dimensions consist of seven items each, the third sub-dimension consists of five items, and the fourth and fifth sub-dimensions consist of three items each. After analyzing the item contents, the first sub-dimension was named as “academic development,” the second subdimension as “managerial attitude,” the third sub-dimension as “communication and cooperation,” the fourth sub-dimension as “physical infrastructure.” The fifth sub-dimension was named as "social support.” As a result, it can be said that the Academic Staff Satisfaction Scale is a valid and reliable scale. The scale can be used to determine the satisfaction of academic staff in higher education institutions.