This study was designed to develop the scale of the Complex Adaptive Leadership for School Principals (CAL-SP) and examine its psychometric properties. This was an exploratory mixed method research design (ES-MMD). Both qualitative and quantitative methods were used to develop and assess psychometric properties of the questionnaire. This study introduced the construct of CAL-SP, which comprised three dimensions: enabling leadership (EL), managerial leadership (ML) and adaptive leadership (AL). The scale showed internal consistency, reliability, construct validity and nomological validity explaining that the instrument had a good structure and reliability. Directions for future research and managerial implications of the new construct are discussed.

The aim of this research is to determine the job motivation levels of primary school teachers who have made or have had to make field changes due to the new education system (4+4+4). The sample of the research consists of 512 teachers working in primary and secondary schools in Balıkesir province in 2016-2017. The data needed for the research were obtained through the Job Motivation Scale that consisted of 18 items in accordance with the survey research model in quantitative research methods. In the analysis of the data, techniques such as Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) were used. As a result of the research, significant differences were found in organizational-managerial and psycho-social dimensions of job motivation in terms of gender, school type and field change.

Leadership is considered to be significant for the success of any institution. The present study focused on Enhancing Leadership Development in Ghanaian Senior Secondary Schools. The study employed an exploratory analysis research which was qualitative in nature. Sample included principals, teachers, administrative staffs and some workers from the Ministry of Education. Purposive sampling procedure was employed. Data were collected through semi-structured interview protocols. An interpretive approach was used to analyze the data and generate meaning and conclusions. The following findings were observed; some of the leadership challenges faced by principals in the Ghanaian senior high schools include financial challenges, inadequate logistics, and lack of infrastructure, indiscipline among students, unskilled / uncooperative personnel, and lack of motivation. Some of the requisite leadership skills observed were communication, managerial, instructional and social skills. It was further observed that the modes for leadership development capability included In-service training, mentoring, coaching, feedback, seminar and workshop. Both theoretical and practical content was observed for the approaches employed in leadership development delivery. Finally, with regards to support, it was observed that some of the schools had to generate their own internal support due to inadequate or no support coming from the governmental level. The study concluded that given the importance of educational leadership, the development of effective leaders should be a deliberate process designed to produce the best possible leadership for schools and colleges. In this view, it was recommended that a continuous leadership development program of activities which focus on recruitment of candidates from preparation level to succession level. It was further recommended that Senior High Schools in Ghana should organize in-service training to cover need and context and also ensure suitable variety modes for effective training through a broad body of knowledge supported by practices that identify the content, design and methods of effective programs.

In this study, it is aimed to examine the perceptions of pedagogical formation teacher candidates about the safe and supportive school climate according to various variables. The population of the research, which was designed in the descriptive survey model, was composed of the pedagogical formation teacher candidates of the Faculty of Education of Sinop University in 2018 academic year. One hundred fifty-six teacher candidates participated as volunteers. Since six of the completed scales were not correctly filled, the study was carried out with 150 participants. The data of the study was collected by the personal information form of the researcher and the Maryland Safe and Supporting School Climate Scale. Data were analysed by using SPSS package program and descriptive and statistical techniques. The mean and standard deviation examined formation pedagogical formation teacher candidates’ demographic characteristics, frequency and percentage, the school's safety and supportive climate. According to the findings of the study, the perceived safety of pedagogical formation teacher candidates high level significant positive and moderate correlations between the other dimensions and sub-dimensions. Keywords: school climate, safety, engagement, environment, teacher-candidates Bu çalışmada öğretmen adaylarının güvenli ve destekleyici okul iklimine ilişkin algılarının çeşitli değişkenlere göre incelenmesi amaçlanmıştır. Betimsel tarama modelinde desenlenen araştırmanın evrenini 2018-2019 eğitim-öğretim yılında Sinop Üniversitesi Eğitim Fakültesi pedagojik formasyon öğrencileri oluşturmuştur. Araştırmaya 156 öğretmen adayı gönüllü olarak katılmıştır. Ancak doldurulan ölçeklerden 150 tanesinin uygun biçimde doldurulduğu belirlenmiştir. Bu nedenle araştırma, 150 katılımcı ile yürütülmüştür. Araştırmanın verileri, araştırmacının oluşturduğu kişisel bilgi formu ve Maryland Güvenli ve Destekleyici Okul İklimi Ölçeği ile toplanmıştır. Toplanan verilerin SPSS paket programı ile betimsel ve vardamsal istatistik tekniklerle analiz edilmiştir. Formasyon öğrencilerinin demografik özellikleri, frekans ve yüzdeyle, okulun güvenliği ve destekleyici iklimi ise ortalama ve standart sapma ile ortaya çıkarılmıştır. Araştırmada elde edilen bulgulara göre, öğretmen adaylarının güvenlik algıları kendi içinde yüksek düzeyde, diğer boyutlar ve alt boyutlar arasında ise orta ve düşük düzeyde pozitif yönde anlamlı ilişkiler bulunmuştur.

Facet Theory: Searching for structure in complex social, cultural & psychological phenomena Edited by Antonio Roazzi, Bruno Campello de Souza, Wolfgang Bilsky. – Recife: Editora UFPE, 2015. Facet Theory (FT) is a meta-theory for designing structural and other theories in the behavioral sciences. Basic assumptions of FT are that social and behavioral concepts are complex constructs and that their study, therefore, requires a systematic design for defining observations and for examining the correspondence between the observations and the theory. Because such a definitional design should facilitate the evaluation of systematic relations between the data and the theory, it should lead to cumulative results. In the above sense, FT is a systematic approach for coordinating theory and research. FT comprises the universe of observations, the population of respondents, and the range of observations. It stratifies these universes by facets and integrates the design by means of a mapping sentence which guides the construction of items and the formulation of hypotheses. Finally, particular multivariate data analysis methods (such as SSA, POSAC, MSA) have been developed to test these hypotheses. Facet Theory has been successfully applied to a large number of research areas where it has significantly contributed to the discovery and refinement of empirical laws. Our aims in this book are: 1) To review recent and innovative research results arising from the application of the Facet Theory approach to complex social and psychological issues; 2) To present methodological advances in comparative studies and applications of Similarity Structure Analysis (SSA), Multidimensional Scalogram Analysis (MSA), Factor Analysis (FA), Confirmatory Factor Analysis (CFA), Partial Order Scalogram Analysis (POSAC), and other multivariate procedures and techniques related to FT; 3) To present theoretical advances in Facet Theory and related approaches; 4) To present new reflections on the role of Facet Theory in modern science and in the emergence of new scientific paradigms.

The OECD’s new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students’ social and emotional learning. The Study’s assessment framework – presented in this paper – is a result of an extensive literature review of previous research, existing frameworks and assessment approaches in the area of social and emotional skills. The framework, developed by a team of experts in various domains, incorporates evidence from psychology, education, organisational sciences, sociology, economy, and public policy. This framework describes the objectives, characteristics and expected outcomes of the Study. It presents the conceptual model of social and emotional skills assessed in the Study, their development, malleability and predictive value. The framework also discusses how factors in students’ family, school and peer environment influence their social and emotional skills’ development along with the contextual questionnaires designed to gather this information. The framework also presents the Study’s design, assessment approach, instrument development process, sampling procedures and data collection methods.

Although there is a growing body of literature about the integration of information and communication technologies (ICT) into K-12 schools and the ways how individually school principals can lead and support these initiatives, little is known about to what extent principals' technology leadership (TL) practices are predictable by school's organization culture and present ICT infrastructure. Hence, in this exploratory study, we set out to classify Turkish principals by their TL practices into discrete TL profiles, taking individual, cultural and infrastructural factors into consideration. The five standards of International Society for Technology in Education (ISTE-2009) were taken as the measures of TL practices. Some main components of the learning organization (LO) culture such as team learning, shared vision and systems thinking disciplines were regarded as the measures of school culture. Principal's age and gender demographics, computer and internet usage frequency, school's F@tih project status and teachers' perception of LO culture were used as predictor variables. The current study surveyed 1105 teachers and 58 principals from 69 K-12 public schools located in Istanbul city. Latent class analysis (LCA) was used to assign principals to distinct TL profiles. Afterwards, logistic regression analysis was undertaken to determine significant predictors of the outcome TL profiles. The results revealed that Turkish principals assume two different profile of TL practices, leveled as high and low profiles. Almost 55% of the principals were delineated in the high-profile structure due to their strong interest to perform ISTE standards, whereas 45% of the principals were classified in the low-profile structure because of their relatively poor interest in the standards. The most striking result to emerge from this research is that Turkish principals are most likely to perform high-profile TL practices when having: a) run a F@tih project school; b) used internet technology more frequently, c) managed a school in which teachers perceive a higher level of team learning LO culture, changing odds ratios from 4 up to 26 times higher.

My study involves identifying the evolution of intrapersonal intelligence within the temporal pedagogic framework of an Australian national context and the affects that are instilled upon leadership approaches. Pedagogic leaders of self-renewing and self-sustaining schools need to re-consider interactive approaches within sociocultural situations, and in this sense provide conscientious tactics towards psychometric dynamics which run as an undercurrent to administrative policies. In the past, pedagogic empirical studies and meta-analyses discovered that rather than merely linking leadership approaches through hierarchical top-down strategies there is more to be gained from evaluating such psychometric tools as intrapersonal intelligence at various levels within instructional frameworks. Through an historical analysis of Australian educational policies from 1957-2013, and the contributions offered in the way of Emotional Intelligence (EI) such as intrapersonal intelligence, principals may come to a deeper awareness of their role within an educational clime both regionally, nationally and on an international stage. This study identifies the gradual integration of intrapersonal intelligence as a psychometric catalyst in the Australian education framework. Whilst intrapersonal intelligence as a psychometric tool is relatively in its infancy within Australian policy, this study attests to the significance of ongoing development through this process for educational leaders and policy makers.