This study explores how teachers, students, and parents perceive the administrative competencies of female principals in Türkiye. Using a qualitative case study design, the study examined two public secondary schools in Çanakkale, led by women, 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 gendered expectations were examined inductively. Findings showed that communication was the most frequently emphasized technical competency across stakeholder groups, while human competencies were less prominent and linked mainly to collaboration in school–parent initiatives. Conceptual competencies were associated with adaptability, participation in projects, and fostering socio-cultural activities. Gender-based expectations also shaped perceptions, as female principals were valued for inclusivity and maternal qualities but sometimes perceived as less authoritative. These results highlight both the strengths and constraints of women’s leadership, offering implications for educational leadership policy and gender equity in schools.

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.