The purpose of the study was to identify the relationship between strategic leadership levels of top managers that work in MoNE and their organizational change management capacity. Research Methods: In the study, a quantitative research design was employed during data collection and the analysis phases. The population of the study was consisted of head workers, educational experts, MoNE specialist assistants, unit managers, teachers working at the head organization of MoNE, and department heads. The data were collected by reaching the all units of the population so in this study, "census" was done.

The aim of this study is to examine the relationship between teachers' self-efficacy perception on ICT and their attitude to ICT usage in their classes. For this purpose, two scales were used: one is "Teachers' Self-efficacy Perception on ICT Scale" and the other is “Teachers’ Attitude towards ICT Usage Scale". 42.307 teachers joined to this study. To analyse the collected data, mean, standard deviation, Pearson correlation and linear regression analysis were used. It is found out that there is a significant relationship between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in their classrooms. According to the findings, it can be said that if teachers’ self-efficacy level is high, teachers can use ICT in learning process effectively and they can develop themselves in ICT use. Moreover, they can make class management perfect while using ICT. Keywords: Self-efficacy; teachers' attitude towards ICT usage; self-efficacy in ICT; teacher.

Bu çalışmanın amacı, öğretmen algılarına göre eğitim yöneticilerinin 21. yy. becerilerine ne derece sahip olduklarını ortaya koymaya yönelik geçerli ve güvenilir bir ölçme aracı geliştirmektir. 21. yy becerileri alan yazında var olan sınıflamaya dayalı olarak belirlenmiştir. Taslak ölçeğin kapsam geçerliliğine uygun olup olmadığını tespit etmek için 6 uzmandan görüş alınmıştır. Araştırmaya Milli Eğitim Bakanlığında çalışan toplam 361 öğretmen katılmıştır. Toplanan verilerin alan yazına dayalı olarak belirlenen faktör yapısını doğrulayıp doğrulamadığını incelemek amacıyla Doğrulayıcı Faktör Analizi kullanılmıştır. Yapılan analizlerin sonucunda eğitim yöneticilerinin 21. yy. becerilerine ne derece sahip olduklarını ortaya koyan geçerli ve güvenilir bir ölçme aracı geliştirilmiştir.

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.

A vast amount of contemporary research has been devoted to defining effective school leadership roles and practices and measuring their influence on school processes, structures and outcomes. This paper examines the effects of trust in principals and school leaders’ focus on instruction on teacher collaboration and teacher self-efficacy. Using teacher survey data collected from 45 lower secondary Turkish schools across the country in the 2018–2019 academic year, this study employs multilevel structural equation modelling with Bayesian estimation to investigate the structural relationships between trust in principals, alongside leaders’ focus on instruction, and teacher collaboration and teacher self-efficacy. The study confirms previous research, indicating that trust in principals has a crucial role in teachers’ emphasis on instruction and that these principals’ instructional leadership practices enhance teachers’ sense of efficacy both directly and indirectly through teacher collaboration. The research concludes that, while the way these practices are carried out might differ across contexts, the principals’ leadership practices focusing on teaching and learning still matter for teachers’ beliefs and practices in non-western countries. Implications for policy, practice and further research are discussed.