Organizational deviant behaviors can be defined as behaviors that have deviated from standards and uncongenial to organization's expectations. When such behaviors have been thought to damage the organization, it can be said that reducing the deviation behaviors at minimum level is necessary for a healthy organization. The aim of this research is to determine the level of teachers' organizational deviant behaviors to show the relationship between deviant behavior level and principal's leadership styles. Research's data were collected from 557 secondary school teachers working in Izmir province by using scales named as "Organizational Deviance Scale for Schools" and "Multifactor Leadership Questionnaire". According to the findings, teachers have displayed organizational deviant behaviors at low level and principals have absorbed transformational and interactional leadership. According to correlation analysis, there has been a negative relationship between organizational deviant behaviors and transformational and interactional leadership styles, and a positive relationship between organizational deviant behaviors and laissez-faire leadership. Findings have explained the effect of principals' leadership styles on deviant behavior. As a recommendation, to decrease these deviant behaviors, principals who tend to show transactional and transformational leadership behaviors can be guided and trained about the reasons of deviant behaviors, and how to reduce these deviant behaviors.

This research aims to determine the strategic leadership and crisis management skills of secondary school principals according to teachers' perceptions and to determine whether there is a meaningful relationship between them. It has been determined whether there is a significant difference between the perceptions of the teachers according to their gender, marital status, age, professional seniority, education level, and branches. The population of the research consisted of 27 public secondary schools in Buca district of İzmir province and 1430 teachers working in these schools in the 2020-2021 academic year. 313 teachers answered the measurement tool. In this study, a convenient/accidental sampling method was used. "Strategic Leadership Scale" and "Primary School Principals' Crisis Management Skills Scale" were used in the research. One of the scales used in addition to the demographic characteristics of teachers (gender, marital status, age, years of service, education level, branch) is “Strategic Leadership Scale” which consists of 35 items, “Primary School Principals' Crisis Management Skills Scale” consists of 31 items. In the strategic leadership scale, it is observed that teachers' perceptions of school principals' strategic leadership are positive. In the Primary School Principals' Crisis Management Skills Scale, it was concluded that teachers' perceptions of crisis management skills were positive. In the analysis of the relationship between the strategic leadership of secondary school principals and their crisis management skills, the correlation between strategic leadership sub-dimensions and crisis management skills sub-dimensions as a result of the Pearson Product Moments Correlation Coefficient was examined. A positive correlation was observed in the comparison of these dimensions. As a result of simple regression analysis, as the strategic leadership of managers increases, their crisis management skills also increase.

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This research examines supervisional deviant behaviours depending on the primary school teachers' view in Izmir, Turkey. Organizational or workplace deviant behaviours have been studied in number of studies and these types of behaviours are determined. It is obvious that solving the problems of orgaizational deviance contribute to meet organizational objectives. Since the supervision process which aims at revealing the realization level of organizational goals is one of the important part of organizations, determining and solving the problems of supervisional deviant behaviours can also contribute to meet the targets. Therefore this study is organized to determine supervisional deviant behaviours in supervision process depending on the primary school teachers' opinions. Qualitative research was conducted in this study. Extreme-end sampling was used as a procedure of data collection. MAXQDA10.1 data analysis programme is used to anlayze the data. According to research findings supervisional deviant behaviours are observed in Turkish primary schools and supervisional deviance is influenced by three themes namely "supervisors' individual deviant behaviours", "deviant behaviours resulted from supervisors inabilities" and "supervisors unethical deviant behaviours". Consequently, educational system should take some measures to overcome the negative effects of supervisional deviant behaviours for better learning outcomes.

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