This study explores how teachers, students, and parents perceive the administrative competencies of female principals in Türkiye. Using a qualitative multiple-case study design, the study was conducted in two public secondary schools selected purposefully because they were led by female principals and represented diverse organizational contexts. Data were collected through semi-structured interviews with 48 participants (16 teachers, 16 students, and 16 parents). Katz’s (1974) three-skill framework guided the analysis of technical, human, and conceptual competencies, while gender-based expectations were explored inductively. Findings indicate that communication emerged as the most frequently emphasized technical competency across stakeholder groups, whereas human competencies were noted primarily in relation to collaboration and school–parent engagement. Conceptual competencies were associated with adaptability, participation in projects, and organization of socio-cultural activities. Gendered expectations also shaped stakeholder views, with female principals often valued for inclusivity and relational orientation yet sometimes perceived as less authoritative. The study highlights both the strengths and constraints of female principals’ administrative work in schools and offers implications for educational administration practice, policy, and gender equity.

Parallel to the changes occurring in almost every field worldwide, globalization has also influenced the employment of foreign teachers in educational institutions. Correspondingly, there has been a noticeable increase in the number of foreign teachers coming to work in Türkiye. Regarding this situation, the aim of this study is to determine the reasons why foreign teachers prefer to work in Türkiye. In this study, phenomenology design, one of the qualitative research methods, was used and in-depth interviews were conducted with 25 teachers using semi-structured questions. The data obtained were subjected to content analysis. In this context, the statements collected from the teachers were grouped into five categories: economic, personal, country-related, school-related, and recruitment-related factors. The study's findings reveal the factors that influence foreign teachers' preference for Türkiye. It also provides school administrators and educational institutions with recommendations for the effective recruitment of foreign teachers and seeks to enhance the existing literature on related research in this area.

This research aims to investigate the relationships between middle and high school students' perceptions of teacher proximity behaviors and their mathematics anxiety, class participation levels, and academic achievement, supported by student perspectives. Utilizing a relational screening model within a general survey design, data were collected from a total of 485 students (217 middle school, 268 high school) in the Burhaniye district of Balıkesir, Turkey. The data collection instruments included the "Teacher Immediacy Behaviors Scale," the "Mathematics Anxiety Scale," and the "Classroom Engagement Level Scale." Data were analyzed using SPSS 23.0, and normality tests confirmed the suitability of parametric tests. Correlation analysis was employed to examine relationships, independent samples t-tests were used to determine gender differences, and ANOVA was applied to analyze differences among multiple groups. Finally, an open-ended question was posed to 88 students to ascertain whether their mathematics-related anxiety and class participation were perceived as being associated with their feelings of teacher proximity. The study revealed that as the educational level progresses, perceived teacher immediacy and classroom engagement decrease, while mathematics anxiety increases. Furthermore, significant relationships were found between teacher immediacy and both mathematics anxiety and classroom engagement. It was also determined that teacher and student gender, along with class size, significantly influence perceived teacher immediacy. The data of open ended analysis strongly suggests that a teacher's perceived closeness, when interpreted as supportive and caring, significantly mitigates math anxiety and fosters greater classroom engagement for the majority of students. This research is expected to contribute to the existing literature and re-emphasize the importance of the teacher factor in education.

This study examines the effects of a Design-Based Learning (DBL) approach on students’ academic achievement, motivation toward science, and knowledge retention in the Pure Substances and Mixtures unit of the 7th-grade science curriculum. Conducted in the first semester of the 2024–2025 academic year, the research adopted a pre-test/post-test control group experimental design. Data were gathered through two primary instruments: the Academic Achievement Test (AAT-PSM) and the Motivation for Learning Science Scale (MSTLS). To measure long-term retention, the achievement test was administered again to both the experimental and control groups four weeks after the instructional intervention. The findings revealed that the DBL approach significantly enhanced students’ academic performance, strengthened their motivation toward science, and improved knowledge retention. The collaborative structure of DBL activities encouraged active participation, which in turn fostered intrinsic motivation. Moreover, engaging students in designing and testing their own solutions cultivated a sense of ownership over the learning process, thereby increasing enthusiasm and engagement in science classes. Notably, although the experimental group reported lower initial motivation levels compared to the control group, they ultimately achieved higher academic performance by the end of the study. These results indicate that DBL not only facilitates conceptual understanding but also sustains student interest and contributes to long-term academic growth. Overall, the study highlights the effectiveness of design-based learning as a pedagogical strategy for promoting deeper and more meaningful learning experiences in middle school science education.