The main purpose of this study is to determine how power usage styles of administrators of faculties of education influence the organizational culture in their respective faculties in Turkey. Using the phenomenological method, a qualitative research method, researchers studied a group comprised of 20 academics from 7 different colleges of education employed during the 2011-2012 academic year. In order to select the appropriate study group, maximum variation technique was used since it is one of the purposive sampling methods. The data were gathered using semi-structured interview questions developed by the researchers themselves and were analyzed using descriptive statistical techniques. In this study, it was found that while the administrators of this group mostly used legal, coercive, and reward power styles, charismatic and expertise power styles did not have a significant impact on members of their respective faculties. It was further found that administrators' usage of legal, coercive, and reward power styles bread both organizational cultures of power and bureaucracy. It was concluded that, due to the lack of charismatic and expertise power styles, cultures of success and support are unable to flourish in such faculties and that there are even difficulties in setting up a fully functional bureaucratic culture. As a result of this study, the researchers have suggested that in order to develop an organizational culture with all of its necessary components in faculties of education, administrators should be assigned through democratic selection methods, that they be trained in administrators training programs, and that a peer mentoring system should be developed in faculties of education.

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The aim of this study is to determine the fundamental principles required for school principalship that has been defined as a profession. Sequential transformative research design was adapted as the research approach of this study. Sequential transformative research design is a kind of mixed method in which the qualitative data is prior to quantitative data. Firstly, focus group interview with 33 participants were conducted with the participation of a school principal and ten teachers from three different schools. Data were analyzed through content analysis technique. Secondly, Professional Principles for School Principalship Scale (PPSPS) was developed and administered to the members of seven different non-governmental professional organizations founded by educators. The survey was administered to 328 participants. As a result of this study, 30 professional principles were identified in two groups expected to attribute to the school culture. Ten principles in first group are general assumptions (beliefs) and twenty principles are value-based personality standards (values) and the principles of the practice. School principals are expected to base their thoughts, views, attitudes, decisions and actions and take them as reference while performing the school principalship.

Covid-19 salgınının günlük yaşantımıza etkileri halihazırda devam ederken tüm dünyada olduğu gibi Türkiye’de de sosyal ve ekonomik saikler okulların açılmasını adeta bir zorunluluk haline getirmiştir. Türkiye’de okullar yüz yüze eğitim için yeni eğitim öğretim yılına hazırlıklarını tamamlamaya çalışmaktadır. Salgının yayılımı açısından en kritik kamusal alanlardan biri olan okullarda sürecin nasıl yürütüleceği ve okullar açıkken salgının ne derece kontrol altında tutulabileceği konusu toplumun her kesiminde merak ve endişe uyandırmaktadır. Bu minvalde elinizdeki bu çalışmanın amacı Covid-19 salgını sürecinde kapalı kalan okulların yeni eğitim öğretim dönemine ne kadar hazır olduklarının değerlendirilmesi ve bu bağlamda politika önerilerinin ortaya konmasıdır. Bu kapsamda ilk olarak okulların mevcut fiziksel koşullarının sağlık önlemleri açısından yeterliği ele alınmıştır. Okulların tam kapasite ile yüz yüze yeniden açılması sürecinde yöneticileri, öğretmenleri, öğrencileri ve velileri ilgilendiren mevcut ve muhtemel problemler değerlendirilmiş ve çözüm önerilerine değinilmiştir. Akabinde eğitim-öğretim planlama, müfredat ve içeriklere dair analizler ile rezilyans uygulamalarının etkililiğini artıracak tavsiyelere yer verilmiştir. Sonuç bölümünde politika uygulayıcıları ve eğitim paydaşları için uygulanabilir ve somut politika notları sunulmuştur

This study analyzes how migrants are militarized through analyzing an Iranian proxy, namely Liwa Fatemiyoun, as a case study. Liwa Fatemiyoun is a proxy group formed from migrants of the Shiite ethnic group of Afghan Hazaras by Iran. Shiite Hazaras immigrated to Iran due to ongoing civil wars in Afghanistan to find a safe haven. Numbering more than two million and crossing the borders illegally, Hazaras were recruited by the Iranian army either voluntarily or for a certain amount of money or by force. They were sent to Syria to protect holy shrines, but most of them found themselves in fronts. By analyzing the proxy group's formation, this study concludes that Iranian regime guards (IRGC) mostly conscript Afghan migrants and refugees to Liwa Fatemiyoun forcibly thereby exploiting their vulnerability and human rights. Besides, by referring to past experiences, the study asserts that Iran may also move the proxy group to Afghanistan if necessary after US troops' withdrawal. This study mainly wielded news, including those in Persian and institutional reports, and made interviews for its analysis. By examining Liwa Fatemiyoun, the study is expected to contribute to ethnoreligious migration literature from a security perspective.