The aim of this research is to determine the relationships between organizational learning levels of high schools; organizational citizenship behavior of managers and teachers and effective school characteristics of them based on the opinions of managers and teachers. The population of the research consists of managers and teachers serving at high schools in Diyarbakir city, Turkey, during 2013-2014 educational year. According to findings of the research, perception of managers and teachers on the learning school and effective school characteristic is at average level and their perception on organizational citizenship behavior is at high level. Learning school characteristic of high schools is a significant predictor of managers' and teachers' organizational citizenship behavior and as well as effective school characteristic of high schools. Moreover, organizational citizenship behavior of managers and teachers are predictors of effective school characteristic.

This study aims to reveal the direct and indirect effects of primary school teachers' educational philosophies on their digital literacy through resistance to change. A cross-sectional research design was used in the current study. Data were collected from 298 primary school teachers working at primary schools located in a city centre in the Mediterranean region of Turkey. The relationships between the variables were tested through the use of the structural equation model. The study results indicated that the teachers' traditional and contemporary educational philosophies did not directly affect their digital literacy levels, but indirectly affected their resistance to change through the level of resistance to change. The results also suggested that teachers’ traditional educational philosophies had a negative effect on their digital literacy levels through the mediating role of resistance to change, while the contemporary educational philosophies positively affected their digital literacy levels through resistance to change. Consequently, in recent conditions teachers are expected to develop both their own and students’ digital skills. Due to the importance of digital literacy in this age where technology permeates every aspect of life, teachers should accept digital change and transformation without resistance.

The purpose of this research is to determine the effect of teachers' perceptions of organizational justice on the perceptions of organizational citizenship behavior, The model used for the research is relational survey model. The sample of the study consisted of 357 teachers working in the 65 high schools in in four central district of Mersin province. In order to collect the research data, Organizational Justice and Organizational Citizenship Behavior Scales were used with Personal Information Form. In the study; teachers' perception of organizational justice and organizational citizenship behavior was found to be out high. In terms of vocational seniority, there has been found a meaningful difference in perception of organizational citizenship behavior, other demographic variables did not cause meaningful difference in both variables.There was no statistically significant difference between the two groups with respect to other demographic variables. Teachers' perceptions of organizational justice and organizational citizenship behavior were found to be meaningful, positively and moderately related. In the regression analysis to determine whether organizational justice perception is a determinant of organizational citizenship behavior; it was concluded that 18% of the total variance explained in the organizational citizenship behavior was related to the perceptions of organizational justice.

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This research aimed to determine the role of stress as a mediator in the effect of teachers' self-efficacy on their job satisfaction. To achieve this aim, correlational model was used in the research. The population of the research consists of the teachers working in the schools in Elazığ province in Turkey in the academic year of 2017-2018. Simple random sampling method was used to identify the teachers who would participate in the research and 310 teachers were reached in this context. "Stress Scale", "Job Satisfaction Scale" and "Teacher Self-efficacy Scale" were used to collect data. The predictive and mediating relationships between job satisfaction, stress, and teachers' self-efficacy beliefs were examined by Structural Equation Model (SEM). The simple mediation model was used in SEM. Research results show that teachers' self-efficacy (innovative behavior, coping behavior) has a positive effect on job satisfaction and stress has a negative effect on job satisfaction. Moreover, the stress is a mediator for teachers' self-efficacy variable in explaining job satisfaction.