Purpose: Teachers have crucial influence on shaping students’ values and behaviors either directly or indirectly besides implementing the curriculum. The current study examined the effects of gender, job position, seniority, marital status and educational status on principals and teachers’ value orientations. Design/Methodology/Approach: To understand teachers’ values, we used survey research design. We conducted group comparison analyses (t-test and ANOVA) to determine whether gender, job position, seniority, marital status and educational status led to a difference in teachers' value preferences. Findings: The values that are considered the most important by teachers were “hedonism” and the least mean score in “stimulation”. Also, the variable of gender caused a statistically significant difference in the values of “achievement”, “benevolence”, “security” and “universalism” in favor of female teachers. Single teachers have higher level of “achievement”, “benevolence”, “security”, “self-direction”, “stimulation” and “universalism” values. With regard to educational status, no meaningful difference was found towards value orientations. Also, age and seniority variables didn’t cause meaningful difference. Highlights: It is important to reveal the values ​​adopted by teachers and school principals to make sense of education systems. Especially today's changing structure makes it necessary to determine the values ​​adopted in educational organizations by repeating them in different periods.

The aim of the research is to examine how to develop higher-order thinking skills in mathematics teaching. The research was carried out according to the case study, one of the qualitative research approaches. The study group consisted of 28 mathematics teachers determined by purposive sampling method. Semi-structured interview questions and researcher's diary were used as data collection tools in the study. The data were analyzed by content analysis. The MAXQUDA 2020 program was used in the analysis of the data. According to the findings; Mathematics teachers express high-level thinking as critical approach, overcoming problems, and developing different solutions to problems. High-level thinking skills are at lower levels in the majority of students. It is revealed that mathematics teachers include various applications in their lessons in order to develop their high-level thinking skills, but they think that they cannot develop these skills sufficiently. Mathematics teachers reveal the reasons why students' high-level thinking skills are at low levels and cannot be adequately developed in lessons in terms of students, teachers, systems and society/family. In the research, results were obtained on what can be done for students, teachers, society/family, mathematics teaching process and education policy in order to develop high-level thinking skills in mathematics teaching. It can be suggested that this research, made from the perspective of mathematics teachers, should be conducted on primary school teachers and secondary school mathematics teachers.