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School culture is a phenomenon that is created by students, teachers, administrators, parents, and other school staff members. It is formulated and operated by the school administrators. School culture is acquired in form of habits, beliefs, perceptions, behaviors, and norms, and influences every aspect of how a school functions, including the methods of communication and the style of leadership of the school. Organizational trust in schools may not be formulated without school culture and the stakeholders of education are the key actors, who play crucial roles at the provision of organizational trust. Quality of the communication among administrators and other stakeholders plays an important role in constructing trust in a school, increasing motivation, and creating opportunities to express the needs and expectations to each other. Different perceptions among teachers and school administrators on educational leadership may cause problems regarding the organization of the school. This may in turn become a source of organizational conflict. This chapter involves the definition of instructional leadership, general features of an instructional leader, reconceptualization of instructional leadership as distributed leadership; concept of school culture and its features; and concept of institutional trust and role of instructional leadership in constructing school culture and trust in schools.

The aim of this research was to take the opinions of teachers and principals to determine the ways to improve the quality of service in high schools in order to improve student satisfaction. This study tried to increase the awareness of teachers and principals about the quality in education and to provide their contribution to creating quality culture in high schools. In this study, a purposive sampling method was employed. Semi-structured interviews were conducted with 22 teachers lecturing at high schools and 10 school principals. The data was analysed through content analysis. The findings show that teachers emphasised the in-service training needs of teachers and school principals and principal duties of school guidance and counselling services, whereas school principals stressed the importance of usage by teachers of effective teaching methods; relations between students and principals, and relations between guidance and counselling services and teachers.

This research aimed  to determine the factors that cause elementary school students to feel fear and anxiety about mathematics  and to identify the strategies that the teachers can use to reduce and eliminate these factors. For this purpose, a case study method based on qualitative approach was used in the study. Researchers created an online  questionnaire and  collected the  data from  randomly selected   65  classroom teachers working in various  primary schools of Northern Cyprus in the 2019-2020 Academic Year. The questionnaire was finalized in line with the literature search, feedback from the field experts and the pilot study to ensure the reliability of the study. In the first part of the questionnaire, there are questions to determine the demographic features of the participants. In the second part, there are  questions to determine the opinions of the teachers about the factors that may cause students to develop  'fear and anxiety towards mathematics (student, teacher, parent, and other factors). The  third part of the questionnaire comprises a question to identify the strategies that the teachers use to reduce and eliminate the factors that cause anxiety development towards maths. The study is thought to contribute to the classroom teachers and the literature as it is a research aimed at identifying the factors that prevent effective mathematics teaching and the data will help teachers rethink and redesign the math courses based on data obtained.   Key words: Anxiety, Effective Teaching, Teachers, Mathematics, Primary School, Total Quality Management

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