The chromosome numbers and karyotypes of five species of the genus Iris distributed in Turkey were analyzed. These taxa are I. aucheri (Baker) Sealy, I. reticulata var. reticulata M. Bieb., I. persica L., I. peshmeniana Güner & T. Hall, I. sarii Schott ex Baker. Two of them (I. sari and I. peshmeniana) are endemic in Turkey. The chromosome numbers of studied taxa were determeined as 2n=18 (I. persica), 2n=20 (I. sari), 2n=24 (I. peshmeniana and I. aucheri), and 2n=36 (I. reticulata var. reticulata). Haploid chromosome lengths varied from 53.45 µm (I. persica) to 130.78 µm (I. reticulata var. reticulata) among species. Karyotype analysis indicated that Iris taxa generally have median (m), submedian (sm), and subterminal (st) chromosomes. In addition, only I. sari has two terminal (T) chromosome pairs. The karyotype of I. peshmeniana was determined for the first time.

Abstract This study aims to develop a scale in order to determine the organisational learning levels of educational organisations. The scale took its final form after the items were written, experts’ opinions were received and pilot applications were implemented. A survey was administered to 267 teachers using a simple random sampling method. An 18-item organisational learning scale (OLS) was obtained as a result of the exploratory factor analysis. OLS was prepared on the basis of frequency (never-always) to render a possible 5-point Likert type measurement. This 18-item scale was validated by confirmatory factor analyses (CFAs). The factor analyses carried out revealed an 18-item scale with a total of four subscales. These subscales are continuous learning, cognitive processes, transparency and issue orientation. The goodness of fit index values revealed by the results of the CFA carried out indicated that OLS is valid and acceptable. Cronbach’s alpha reliability coefficients of the factors ranged between 0.65 and 0.81. The overall Cronbach’s alpha reliability coefficient of the OLS was determined as 0.85 and its Kaiser–Meyer–Olkin (KMO) value was determined as 0.87. In conclusion, OLS is proposed as a scale based on which the organisational learning levels of schools can be measured in four different subscales. Keywords: Organisational learning, organisational learning in school, scale development, continuous learning.

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In today's world, where material and spiritual resources are consumed much faster, different leadership roles of school administrators come to the fore in the success and effectiveness of schools. One of these leadership roles is sustainable leadership characteristics. In this research, the effect of school administrators' self-efficacy beliefs on sustainable leadership characteristics was examined. 615 school administrators (238, 38.7% principal, 377 61.3% vice principal) and 883 teachers who work in state primary, secondary and high schools in Turkey participated in the research voluntarily. In the research, a self-efficacy scale was applied to school administrators so that it could be possible to determine the self-efficacy beliefs of school administrators. The sustainable leadership characteristics of the school administrators were tried to be determined by asking the teachers working in the same school about the sustainable leadership characteristics of the school administrators. According to the research findings, it was determined that there is a statistically significant relationship between school administrators' self-efficacy beliefs and sustainable leadership characteristics. This significant relationship has led to the conclusion that the self-efficacy belief of school administrators can be considered as a predictive variable (20%) of sustainable leadership characteristics. Suggestions were made to strengthen the sustainable leadership characteristics of school administrators and to work with different variables.