The purpose of this study was to examine elementary school principals’ thoughts about what their duties are and what their duties should be, to take view how they do their works or how they have works done, to reveal relationship between works that principals do and want to do and subdimension of job satisfaction (interaction, nature of job, clarity of institution’s aims, procedure) and to define level of relationship between how school principals make relationship with teacher, students, staff and school environment and how they solve problems which they face. According to years of work and years of work as principal, some differences were found in school principals’ job satisfaction. A meaningful relation was found between works that school principals do and want to do. Besides, meaningful relations in some different levels were found between subdimension of works that principals do and want to do and subdimension of job satisfaction. It was found that school principals find their job complicated and too much. So they were not satisfied with their job. To increase school quality, it is needed to remove distinction between what school principals do and what principal want to do and it is needed to have principals concentrate on learning and teaching process by increasing school principals’ job satisfaction.

One of the key issues relating to the concept of creativity is the discovery of personal differences affecting creativity. In particular, although a lot of research are conducted to understand the relationship between creativity and personality factors, the results of these studies can be inconsistent. The assumption of this review is that the variation in direction and strength of the relationship between creativity and personality is due to the differing methods used to measure creativity. In this study, studies examining the relationship between creativity and personality in the literature, were discussed on the basis of their various methods. In general, results of the studies examining the relationship between creativity and personality indicate that extraversion, openness to experience, and neuroticism are related to creativity, depending on the dimensions of creativity. However, low correlation between different measures of creativity and variation of neuroticism-creativity relationship due to measurement, supports our assumption. At the end, it is suggested that personality and creativity relation should be investigated in lights of the two step model since such approach will lead to more valid results for future studies.

It’s aimed to develop a scale in order to evaluate the listening skills of preschool children in this study. The research group has been composed of pre-school children continuing independent kindergartens which are situated in Kilis city centre. In order to carry out the validity and reliability studies of the scale prepared with the aim of evaluating the listening skills of preschool period children, 240 children were taken into the research group. For the content and face validity of the scale, expert’s opinion was asked. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were implemented for construct validity. At the end of EFA, a form explaining the 70.07% of total variance, composed of two factors of cognitive and social has been obtained. Factor model offered with EFA was tested with CFA. RMSEA was calculated as 0.09 and CFI was calculated as 0.98. CFA results have shown that the form with two factors has sufficient fit-indexes. The calculated Cronbach α coefficient of internal consistency regarding the reliability of the scale was got as 0.94. There has been given a place to item total correlation adjusted with the aim of determining distinctiveness of the items in the scale with 27% sub-super groups comparisons. The findings obtained from item analysis have shown that all items existing in the scale are distinctive. At the end of the analysis conducted, it’s been accepted that “The Evaluation Scale of Preschool Period Children’s Interception Skill” is valid and reliable.

This research was conducted to reveal the relationship between subjective well-being and moral maturity levels of high school students. The research was designed in relational screening model, and survey data was collected from students studying at high schools in Uskudar by the researcher. The data was analyzed by SPSS for Windows 17.0 statistic program, and submitted by tables. By the result of the study, it was tested if there were meaningful differences between subjective well being, moral maturity and age, gender, school type, class level, place the student has lived mostly, educational level of mother, educational level of father, income status of student’s family, survival of mother, survival of father. It was also analyzed if there was any relationship between subjective well being and moral maturity levels of high school students in Uskudar.

The most important investment of the country is the quality of human resources and the younger generation is transformed into power for the country under the influence of educational institutions. Teachers and principals work together to carry out the activities of the school. The behavior of principals has a significant impact on the motivation of teachers. The research aims to investigate what is the evaluation of secondary school teachers about motivation methods used by school principals. The population of this research is 550 teachers who are working in public and private secondary schools in Bakırköy district of Istanbul during 2013-2014 academic year. The sample of the population was selected via simple random sampling method. 216 of them are from public schools and 99 of them are from private schools in total 315 teachers are participants. In the research, determining the scale of the Teacher Motivation Approach of School Principals is used as data collection tool and the Personal Information Form is used. The data was analyzed by using t test and one-way analysis of variance (ANOVA) was used. According to research findings there is a significant difference between the levels of motivation approaches among secondary school principals based on teachers’ perception in terms of school type. And there is no significant difference in terms of gender, educational status and seniority. Starting from the research findings, it can be suggested for the school principals to make studies on motivation of teachers.