Problem Statement: The idea of learning organization in the context of management theory was developed by Argyris and Schön and made popular by Senge. Literature suggests that learning organization has a significantly positive effect on job satisfaction of employees. Purpose of Study: The major purpose of this study was to examine the relations of learning organization level perceived by primary school teachers to job satisfaction. Methods: The quantitative survey research method was used to investigate the relationship between learning organization and job satisfaction. The model of the research is a descriptive correlation survey design. Targeted population of the research were 2387 primary school teachers working in the city center of Van province, eastern part of Turkey, in academic year 2011-2012. 450 primary school teachers were selected as cluster sampling. Findings and Results: Average mean for Job satisfaction of teachers was at satisfied level. There were no statically significant differences in terms of gender and subject matter of teachers at the level of dimensions of learning organization and job satisfaction of teachers. There were statistically significant differences at the two dimensions of learning organization, shared vision and team learning in terms of service period of teachers; whereas there was no statistically significant difference at the rest of the dimensions of learning organization, personal mastery, mental models, and system thinking. 'Shared vision' and 'team learning' as dimensions of learning organization accounted for 36.3 % of the total variance in job satisfaction of teachers. It is suggested that to increase teachers' job satisfaction level, as important factor for teachers' performance, perceived learning organization of teacher should be increased.

The purpose of this study was to develop and validate instructional leadership questionnaire based on head teachers' perceptions of instructional leadership practices. Based on rigorous literature review of the seminal research works and models on instructional leadership, a 40-items questionnaire grouped into seven dimensions was developed. Content validity of the questionnaire was ensured through opinions of two panels of experts and practitioners. Pilot study was conducted on 30 head teachers from rural and urban high schools to get their feedback on the language clarity, understandings, and the reliability. The alpha level of 0.75 based on pilot testing data provided validity evidence of the questionnaire. Later on, the researchers collected data from 164 head teachers, selected conveniently, from Okara and Lahore districts as Pakistan cities. Out of 164 head teacher, 85 were male and 79 were female; 78 were rural and 86 were urban; and 83 were directly selected from the selection boards while 81 were promoted to the head teacher positions. The overall internal consistency of the 40 items was 0.95 and alpha reliability of the seven dimensions ranged from 0.78 to 0.87. Exploratory factor analysis yielded seven subscales such as instructional resource provider, maintaining visible presence, teachers' professional development, maximizing instructional time, monitoring student progress, giving feedback on teaching and learning process, and curriculum implementer. Significant positive correlations were found between all the seven dimensions of the questionnaire. Further, t-test for independent samples revealed that male and female, rural and urban, and selected and promoted head teachers significantly differ on the seven dimensions of the instructional leadership questionnaire, meaning that the questionnaire demonstrated variance across gender, location, and head teachers' upgradation based on selection or promotion. The findings suggested initial evidence of validity and reliability of the instructional leadership questionnaire that can be used in school settings.

Teachers have a more significant influence on student achievement than any other school factor and among teacher characteristics; professional development of teacher is important issue for student outcomes. Research has shown that quality professional development canchange teachers'practices and positively affect student learning. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing. When guided by these characteristics, school leaders can design meaningful learning experiences for all teachers. Professional development involves comprehensive, sustained and systemic learning experiences that are based on identified needs of teachers, and result in improved * Yrd. Doç. Dr., Celal Bayar Üniversitesi Eğitim Fakültesi Sosyal Bilimler Dergisi 42 instructional effectiveness and increased student achievement and performance outcomes." In this article effective professional development for teachers has been discussed and some implications for Turkish school system suggested.

<p class="Abstract"><em>The Quality of Work life (QWL) is the employees’ feeling or perception of being comfortable with their work. The objective of the present study was to compare Quality of School Work Life (QSWL) of public school teachers from Turkey and Pakistan. A QSWL scale developed by Ilgan, Ata, Zepeda and Ozu-Cengiz (2014) having 30 items was used as the research instrument. The sample included 995 Turkish teachers (from 8 cities) and 716 Pakistani teachers (from 5 cities of Punjab). Reliability coefficient of QSWL scale was 0.81. Further, five subscales within the QSWL tools were identified through its exploratory factor analysis. On all these 5 subscales of QSWL (when analysed separately), Turkish and Pakistani teachers differed significantly in their perceptions; however, they were found appreciating similar QSWL in the aggregate analyses. In detailed analyses of various subgroups only female teachers from Pakistan were found better on QSWL than their Turkish counterparts. </em></p>

PurposePeer coaching has been described as an effective form of teacher professional development. Consequently, different aspects of the peer coaching process have been examined. However, no international comparative studies focusing on the differences between the applicability and adoptability of peer coaching in different educational systems were found. This paper seeks to address these issues.Design/methodology/approachThis quantitative study examined cross‐national differences in educators’ beliefs about peer coaching by comparing survey responses of American and Turkish educators.FindingsData analysis showed that both American and Turkish educators found peer coaching adoptable at a high level in their school systems. However, on the applicability level there were statistically significant differences found at all subscales of peer coaching survey showing that American participants believed that peer coaching was much more applicable than did the Turkish participants.Research limitations/implicationsWhile limited by the small sample size not representative of the overall populations in the USA and Turkey, this study contributes to the international discourse on the different types of teacher professional development by examining cross‐national differences in educators’ beliefs about peer coaching.Practical implicationsThe results of this study inform practitioners and researchers about the ways peer coaching is perceived by educators in different countries. Given the findings, school districts can examine more contextually and culturally appropriate ways inherent in the post‐observation conference to increase the effectiveness of the peer coaching process.Originality/valueThe findings of this study enrich the body of research on peer coaching, particularly focusing on the teachers’ and leaders’ beliefs and perceptions about the adoption and applicability of peer coaching as a form of teacher professional development and calls for further empirical research on teacher peer coaching in the national and international contexts.