Values education is tried to be given to students both implicitly and explicitly in schools. It is important to determine the effects of educational experiences in schools on students' behaviors. This study, which examines the effects of students' past value-oriented educational experiences on their future moral behavior, was carried out with an exploratory sequential design, one of the mixed-method designs. The quantitative universe of the research consisted of 8th-grade students studying in Istanbul. The qualitative study group was selected among the students, primary school teachers and administrators according to the scale values. Three different scales and semi-structured interview forms were used to collect data. According to the results, the moral identity of the students significantly predicted their moral maturity and social responsibility levels. It can be concluded that schools and teachers who attach importance to values education are more effective in the moral behavior of students in their future lives. It is observed that schools carry out independent studies on values education in their curricula and teachers who use the method of learning by living in accordance with the constructivist education approach are successful in acquiring values. Values education produces effective results when it is a part of school culture.

Mobbing is an abstract and complex structure that has negative consequences for both individual and group impact. Mobbing applied in the work area is mostly done both on the employee and against others; these are situations such as intolerance, psychological intimidation, pressure on thoughts, and not accepting differences. In this study, the effects of mobbing on the motivation of private school teachers were mentioned and these effects were tried to be explained. The sample of the study consist of 41 volunteer teachers, 27 of the teachers are female and 14 are male. This research has been prepared based on a quantitative scanning model and cross-sectional scanning design.''Psychological Harassment Scale at Work" and "Personal Information Form" have been used to obtain data.Kolmogrov-Smirnov (KS) test has been used for normality test. P values were less than 0.05. his situation has shown that the data hasn't been distributed normally. Then descriptive analysis has been performed and frequency, average, and percentage values have been calculated. In abnormal distributions non-parametric analyzes are performed (Yıldırım & Şimşek, 2016). The effect of gender, which is our bivariate categorical independent variable, on the dependent variable has been analyzed by using the Mann-Whitney U test. The effects of the five-variable length of service and age and the ten-variable branch variables have been performed using the Kruskal -Wallie's test. On 28 dependent variables; significant relationships have been determined according to gender, length of service, age, and branch. Analysis results have shown that the mobbing level is very low.Male teachers compared to female teachers, teachers of mathematics compared to other branch teachers and in terms of work-oriented behaviors, the classroom teaching branch has been exposed more mobbing than other branches.Similarly, it has observed that teachers of mathematics have exposed to more mobbing than other branches in terms of exclusionary behaviors, written and verbal attacks. No significant differences have been found between the dimensions and the mean of the scale according to the variables of service time and age.

Kişilik, karakter, yetenek gibi kişisel özelliklerin değişimi ve gelişiminde yaşantıların önemli etkileri vardır. Bu etkiler iş yaşamında olumlu veya olumsuz sonuçlara neden olur. Bu açıdan bakıldığında okullardaki yöneticilerin liderlik becerilerinin gelişiminde geçmiş yaşantıların etkileri olabilmektedir. Okul liderinin geçmiş yaşantıları, okulun paydaşları üzerinde her zaman hissedilmiştir. Bu nedenle bu çalışmada; okul liderlerinin geçmiş yaşantılarının liderlik süreçleri üzerindeki etkileri incelenmiştir. Nitel araştırma yöntemi kullanılan bu çalışmada fenomenolojik yöntem kullanılmıştır. Amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi yöntemi kullanılarak toplam sekiz yönetici ile bireysel görüşmeler yapılmıştır. Yüz yüze görüşme yöntemi ve yarı-yapılandırılmış görüşme formu kullanılarak elde edilen veriler betimsel analize ile düzenlenmiştir. Güvenilirliği artırmak için uzmanların düşünceleri ve katılımcı teyidi alınmıştır. Veriler 2019 yılında toplanmıştır. Bilimsel çalışma etik ilkelerine uyulmuş ve katılımcılardan onam alınmıştır. Araştırma bulguları; liderlik sürecinin gelişimine, çocuk gelişim dönemi, eğitim yaşantıları, aile yaşantıları, sosyal ve kültürel çevredeki yaşantı ve geçmişteki hayat mücadelesinin önemli etkileri olduğunu göstermiştir. Aile içi şiddet, ekonomik baskı, eğitim dönemindeki liderlik uygulamaları ve katılım gösterilmiş sosyal faaliyetler, dini değerler ve buralarda verilen hayat mücadelesi bir liderin liderliğinin şekillenmesinde önemli olan olgular olarak çıkmıştır. Okul liderlerinin kötü izler bırakan yaşantıları liderliğini olumsuz yönde etkilemiştir. Okul yöneticileri bu durumu dikkate alarak, geçmiş yaşantılarının olumsuzluklarını kontrol edip eğitim süreçlerine olan etkilerini azaltmalıdır. Okul lideri seçiminde bu bulgular dikkate alınmalıdır. Milli Eğitim Bakanlığı, öğretmen eğitimlerinde, geçmiş yaşantıların okul lideri üzerinde oluşturacağı olumsuzlukları ortadan kaldırmaya yönelik eğitimler organize etmelidir.

In the well-being of the students; teachers, families, schools, environment, cultures, value climate and leader are important factors. It is necessary to know how much these factors affect students' wellbeing. In this study, the assumption tested is the effect which value climate and the students' trust in the school principal has on the students' well-being. Firstly, the Well-Being Model (WBM) is proposed. In this study a quantitative measurement method called correlational pattern model is used. A sample of 256 is included in this model which uses structural equation model and path analysis. The data were collected using the scale of EPOCH (Measure of Adolescent Well-Being), scale of Positive Values (PVS) and the scale of Trust in Principal. For the first stage of the Structural Equation Model (SEM), which is the measurement model, CFA was performed. Then, structural equation is constructed for (WBM) via latent variables and four hypotheses were tested. Compliance indexes showed that WBM was compatible with the data. When the model is examined, the value climate of the school positively and strongly predicts the well-being of the students. The predictive power of the trust in the school principal, however, turned out to be weak. Value climate at school positively affects students' wellbeing. However, poor trust in the principal has a negative effect on well-being.