In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.

This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching.

In this study, it was aimed to determine the leadership, school culture and corporate image perceptions of teachers working in imam hatip high schools and to reveal the relationships between the variables. The target population of the research consists of 370 teachers determined by stratified sampling method among 1345 teachers working in 25 imam hatip high schools in Karatay, Selçuklu and Meram districts of Konya. This study was designed in relational screening model using quantitative research method. According to the results of the research, teachers working in imam hatip high schools show that the school principals show the most transformational leadership characteristics, the trancastional leadership characteristics are at the medium level and the laissez-faire leadership characteristics are at the lowest level. Teachers' perceptions of school culture are strong. They showed strong school culture characteristics, highest participation in cooperation and trust, and least participation in teacher effort and student success. In the study, it was seen that the corporate image perception in imam hatip high schools was perceived at a medium level. Teachers stated that the highest image in the educational institutions they work in, and the lowest, the image of the program is effective, and that the institutional image of their schools is medium. It has been observed that the transformational leadership characteristics of school principals affect the school culture in a moderate and meaningful way, and that the trancastional leadership and laissez-faire leadership features negatively affect the school culture. In addition, it has been observed that the transformational leadership characteristics have a moderate meaningful effect between the corporate image and the trancastional and laissez-faire leadership characteristics have a significant negative relationship. * Bu makale, Yakındoğu Üniversitesi Eğitim Bilimleri Enstitüsü'nde Prof. Dr. Gökmen Dağlı danışmanlığında yapılmış olan "Okul Yöneticilerinin Liderlik Stilleri, Okul Kültürü ve Örgütsel İmaj İlişkisi" isimli doktora tezinin bir bölümünden üretilmiştir.

In the present study, the purpose was to determine the direct and indirect effects of the crisis management skills and distance education practices of universities on student satisfaction and organizational image in the continuing Coronavirus pandemic. To conduct the study, a questionnaire was applied to 467 students who had to receive compulsory distance education at TRNC universities during the pandemic process. The relation levels between the crisis management and distance education practices of universities, corporate image, student satisfaction, and direct and indirect effects between the variables, were designed with a structural equation modeling by forming hypotheses according to the sub-dimensions of the student satisfaction scale. The findings of the study showed that as the crisis management of the university administrations in the pandemic process was perceived positively by the students, their organizational image and satisfaction increased. However, it was detected that there was a lower level of relationship between attitudes towards distance learning and crisis management, and that this had a limited effect on student satisfaction. It was concluded that the structural equation model can be used to explain the causal relationship between the variables. The study also showed that the determinants of organizational image and student satisfaction in education must be understood better and that universities must review their crisis management and distance education practices and develop new service plans.

Recent technological developments have made access to information easy. Today, countries are giving shape to their educational policies by including information technologies in their education systems. One of the information technologies that are in wide use is smart boards. This research aims to determine the positive and negative impacts of smart board usage on class management. The difficulties teachers experience in class management, skills of teachers in terms of ensuring motivation in the class, their levels of using technologies, abilities to use computer and computer programs, and attitudes towards preparing and benefiting e-content are all taken into consideration. Based on the research findings, we concluded that smart board usage has a positive impact on in-class communication and makes the courses fun and entertaining. The students are said to be more careful and concentrated, and this makes it easier for teachers to manage the classroom while positively affecting time management. Keywords: Teachers, smart board, classroom management, technology, productivity.