Teachers need to update their knowledge and skills on curricula, psychology, and pedagogy of the learners and new research on teaching and learning; hence, they need appropriate in-service training, as well. However, the professional development practices in which they participate are mostly irrelevant to what they need and stay just in theory. Current researches criticized the inadequacy and inappropriateness of the traditional methods of teachers' professional development. In this research, the views and the suggestions of the novice teachers were investigated on in-service training, which was arranged as a part of the induction program. This research is a descriptive study and the participants consist of 494 teachers who participated in teacher induction program. A questionnaire form was used including open-ended questions. The results showed that in-service training did not make any contribution to some teachers and their personal development. The negative views on the trainers and the setting where the in-service training was conducted are other significant points for the evaluation. Therefore, it can be suggested that the planning process should be carefully carried out in order for inservice training to be effective and sustainable and the andragogy principles should be taken into account in organizing the teaching and learning process.

As education has many variables, essential arrangements are required in different areas to enhance its quality. School buildings, environmental arrangements, teaching and learning process, sources and materials, teachers, principals, health and security are the variables of which come to mind first. The concept of 'child-friendly school (CFS)' which was initiated and attempted to actualize by UNICEF's studies, has a nature including all these variables listed above and even more. The current study tires to identify to what extend the teachers, the principals and the secondary school students (5 th to 8 th grades) perceive their school as child-friendly. The mixed method approach was chosen for the study. The quantitative data was collected with 'Child-Friendly School Scale (CFSS)' developed by the researchers. A total of 54 schools and 4007 students comprise the sample, and the scale was implemented in one class from each grade level chosen randomly. The qualitative data were obtained from the volunteer teachers. Results revealed that the CFS characteristics of the schools changed according to the socioeconomic level of the school, gender of the students and the grade level. It can be suggested to construct a sense of awareness for the child-friendly school concept, to provide the continuity of the arrangements and to make them functional.

The effectiveness of schools, that is, their ability to achieve their predetermined goals depends on many variables but especially the effectiveness of the administrators who are responsible f or the implementation of the educational programs and curricula. An administrator must have a healthy perception of being "an effective administrator" in order to be able to demon strate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.

Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of human resources. Considering that The Ministry of Turkish National Education has the most crowded personnel and the potential of leading the future human resources, the HRM strategies of this organization becomes significant. In this study, it is aimed to investigate to the human resources management practices of the Ministry of Turkish National Education from the perspectives of teachers who are also the human resources of the system. In this research, holisticmultiple case study design was employed and the open-ended interview form which includes nine questions considering the functions of the HRM was utilized as the data collection tool. Research results showed that teachers know the duties and responsibilities which are declared in their job definition but they do not consider some of the significant professional efficiencies such as planning, assessment and evaluation. Moreover, the ministry does not make long-term plans in order to determine the required human resources, and also the functionality and subjectivity of the system is under discussion in terms of selection and appointment. What's more, the desired aims cannot be reached in terms of professional development. Teachers have the anxiety of performance evaluation based on accountability, and they emphasize fair and subjectivity in terms of payment, rewarding and discipline.

Child Friendly School (CFS) is a democratic environment based on children's rights, where all students are accepted, teaching-learning processes are organized according to children's interest needs, health, safety and protective measures are taken for children and gender-based discrimination is not provided. Preschool education institutions, which are considered to be very effective on the future of the child and the society, should be child friendly in this way. The aim of this study is to identify the teaching-learning environment of independent kindergartens in the context of a child-friendly. The data of the study was obtained from the independent kindergarten in different socioeconomic environments with "CFS Diagnostic Form". According to the results, it was seen that in terms of effectiveness, the physical areas and materials of the schools were sufficient, but the places and qualifications that increase the effectiveness of teaching were insufficient; in terms of inclusiveness, all children attend school without discrimination in terms of inclusiveness, but female students have low access to school; in terms of democratic participation, means are used to ensure communication with the environment, in terms of healthy, safe and protective environment, physical requirements are fulfilled, necessary measures are taken, but ventilation and out-of-school safety measures are not sufficient and in terms of gender sensitivity, there is no discrimination based on gender. It has been concluded that the independent kindergartens are largely child-friendly, despite some inadequacies.