This study aims to examine the effect of sources of power used by school principals on preschool teachers' occupational sense of belonging level. Correlational survey model was used in this quantitative study. The participants of the research consisted of 396 volunteering preschool teachers currently working in 53 different cities in Turkey. 'Organizational Sources of Power Scale' and 'Occupational Sense of Belonging Scale' were used as data collection tools. Data were analysed in software package program. Pearson correlation analysis was performed to determine the relationships between sources of power and occupational sense of belonging levels. It was determined whether sources of power were predictors of occupational sense of belonging level through regression analysis. The results of the study show that school principals use legitimate power most frequently and preschool teachers have a high level of professional belonging. There is a significant and positive relationship between referent power, expert power, reward power and legitimate power used by school principals and preschool teachers' occupational sense of belonging levels. There is a significant and negative relationship between the coercive power used by school principals and preschool teachers' occupational sense of belonging levels. Referent power and reward power, which are sources of power used by school principals, are significant predictors of preschool teachers' occupational sense of belonging levels. The findings were discussed and recommendations were presented in relation to the relevant literature.

This research was carried out to determine the thoughts of preschool children aged 4-6 about global warming. The phenomenology design, one of the qualitative research designs, was used in the research. The study group of the research consists of 25 children between the ages of 4-6 who continue their pre-school education. The data of the research were collected with the interview form consisting of semi-structured interview questions and the drawings of the children. The obtained data were analyzed using the content analysis technique. According to the findings of the study, children emphasized human-induced causes such as unconscious use of resources and air pollution among the causes of global warming. There were also those who stated that the causes of global warming are of natural origin. Children evaluated the consequences of global warming negatively and mostly mentioned the negative effects on living things. According to children, global warming has the most negative impact on animals. In addition, humans and plants are also creatures that suffer from global warming. Fewer children have expressed the effects of global warming on the environment. It has been revealed that children mostly express suggestions for conscious use of resources such as water saving, electricity saving and limiting the use of coal/wood in their suggestions for the prevention of global warming. The children also made suggestions to protect the environment. As a result, it has been seen that children have logical thoughts about global warming. The findings of the research were discussed and suggestions were made.

Bu araştırmanın amacı, okul öncesi öğretmenlerinin dramatik oyuna karşı bakış açılarını belirlemektir. Çalışmada nitel araştırma yaklaşımlarından fenomenolojik desen kullanılmıştır. Araştırmanın çalışma grubunu, 2020-2021 Eğitim-Öğreti yılında görev yapan 30 okul öncesi öğretmeni oluşturmuştur. Veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme sorularından oluşan görüşme formu ile toplanmıştır. Veriler içerik analizi yöntemi ile analiz edilmiştir. Araştırmadan elde edilen bulgulara göre okul öncesi öğretmenleri dramatik oyunu tanımlarken daha çok oyunun yapısını dikkate almışlardır. Okul öncesi öğretmenlerinin tamamına yakını çocuğa katkısı olduğu için çocukların dramatik oyununu desteklemişlerdir. Okul öncesi öğretmenleri en çok oyuna katılarak çocukların dramatik oyunlarını desteklemişlerdir. Okul öncesi öğretmenleri en çok oyun sürecini iyileştirmek için çocukların dramatik oyunlarına katılmışlardır. Okul öncesi öğretmenlerinin tamamına yakını rol alarak çocukların dramatik oyunlarına katılmışlardır. Okul öncesi öğretmenlerinin; dramatik oyun tanımlarının literatürle uyumlu olduğu, dramatik oyunun çocuklara katkısının farkında oldukları, dramatik oyunlara rol alarak katıldıkları ve çocukların dramatik oyunlarına oyun sürecini geliştirmek için katıldıkları sonucuna ulaşılmıştır. Bulgular tartışılmış ve önerilerde bulunulmuştur.