Dressing is not only a piece of cloth that covers the body of humans but also a means of communication that symbolizes one’s philosophical, social, psychological, economic, cultural, aesthetic, religious, moral etc. perspectives and identity by surrounding the individual and social life of one which in result affects one’s personality. In 2012, appearance regime in schools was changed with a legislative regulation in Turkey in favor of free dress code. It is important to scrutinize all the factors that contributed to the process of this policy’s administration. All these reasons in mind, this study tries to designate the high school students’ perceptions and considerations related to this new appearance regime. The target population of the study is eleven (6 females, 5 males) high school students in 9th and 12th grades who volunteered for this study and this study took place in 2013-2014 educational years. The data of the study was gathered through interview form which consists of fifteen open-ended questions in total and questions were developed by the researchers. Data used in this study were gathered on a qualitative based method and were construed with content analysis techniques. According to the results of the study, students’ views on the new appearance regime concentrates on several main themes such as democratization, sense of belonging to the school, period of change, socio-economic level and personal image development. It has been observed that the students are mainly pleased with this new situation but the meaning they put into this concept and their comments differ.

Keywords: Dress code policy; Free dress code; Appearance regime in schools; School uniform; Free dress code in schools; Student image.

School years is the period when people spend their times throughout their educational lives intheir institutions and social relations are the social ties set and continue for some time between at least two people consciously and meaningfully for a certain purpose. As these processes are important in people’s life and their leadership development since very early ages, the main concern of this study is to discover the role of school years and their social relations outside the school (family, social environment) on woman leaders’ leadership development. In this qualitative study, interviews were conducted with 20 selected women who are currently working as administrators at some public universities and some public schools of Ministry of National Education (MoNE) in Istanbul province and have obtained great successes academically at their institutions. The data were analyzed with inductive method. Results indicate that school years and social relations have an important role in woman leaders’ leadership development process.

Keywords: Leadership; Woman leaders; School years; Social relations.

The purpose of this study was to determine the extent to which perceived problem solving skills of married individuals predict their self-efficacy beliefs towards marriage. The study was a descriptive study and designed according to the relational model. The population consists of married individuals who worked in and were parents of the public schools under the Ministry of National Education in Bahçelievler, Istanbul. The sample consists of 393 married couples. Marital Self-efficacy Scale, Marital Problem Solving Scale and personal information form were used in the study. A simple linear regression analysis was conducted in order to determine married individuals’ problem solving skills predictive power regarding their marital self-efficacy. According to the simple linear regression analysis, problem solving skills were significant predictors of married couple’s marital self-efficacy beliefs.

Keywords: Marital self-efficacy; Marital problem solving skills; Married individuals.

In order to be able to improve the achievement at schools, workers of schools should be psychologically healthy and strong. Organizational commitment can be defined as acceptance of the organization’s goals and values by its workers to a great extent, investment of efforts for the attainment of organizational goals and desire to remain in the organization and to maintain organizational membership. Organizational commitment is comprised of affective, continuation and normative commitment sub-dimensions. Organizational cynicism is the belief that the organization lacks unity and honesty and is the negative attitude of an individual towards his/her organization. Organizational citizenship behavior includes everything to be done to enhance the efficiency of the organization. Thus, the purpose of the current study was set to be to determine the relationship between organizational commitment, cynicism and citizenship behaviors of elementary school teachers. The universe of the present study employing the survey model is comprised of classroom teachers working in Bağcılar province of İstanbul and 309 classroom teachers selected from among the universe through the simple random sampling method make up the sampling of the study. At the end of the study, it was concluded that the participating teachers’ organizational commitment and cynicism perceptions are at the medium level and their perceptions of organizational citizenship behavior are at the high level. Moreover, it was found that there is a positive relationship between the teachers’ organizational commitment and organizational citizenship behavior perceptions and there is a negative relationship between organizational cynicism and organizational commitment and organizational citizenship behavior.

Keywords: Elementary school; Teacher; Commitment; Cynicism; Citizenship.

In this study, it was aimed to investigate attachment styles and proactive personality structures as predictors of autonomy among adolescents, and to investigate whether or not there was a significant difference among the students’ autonomy, attachment styles and proactive personality structures by their demographic variables. This research used a relational screening model. The participants of the study was composed of 249 female and 174 male students attending various public high schools in Ankara During 2011-2012 academic year. The first instrument was the Adolescent Autonomy Scale which was developed by Noom, Dekovic and Meus (2001) to assess the adolescents’ perception of autonomy between the ages of 12-18. The second was the Relationship Scales Questionnaire which was developed by Bartholomew and Horowitz (1991). The third was the Proactive Coping Inventory inorder to assess proactive personality structures. The last was a personal information form. Result of the study showed that there was a statistically significant relationship among the sub-dimensions of autonomy, attachment styles and proactive coping skills (r=0.46, r²=0.08, p<.01). It was also found that the dimension of proactive coping was a significant predictor of autonomy with the percentage of 18.7 by entering at the first stage of the stepwise regression analysis. It was followed by the dimension of safe commitment with a percentage of 1.3. According to correlation coefficients analyses showed that there was a positive relationship between safe attachment and proactive coping sub-dimensions, and a negative relationship between obsessive attachment and avoidant coping sub-dimensions.

Keywords: Autonomy;Attachment styles;Proactive personality structures; Adolescent.

The goal of the study is to evaluate the affective domain based on its contribution to the solution of social problems and challenges. The study was conducted using the case study design and qualitative research approach. The study group consisted of 44 teachers working at the fall semester of 2015-2016. The study group was formed by convenience sampling method. The data collection tool contains a semi-structured interview form. The data was analyzed using 8:00 NVivo qualitative data analysis program, through the content analysis option. The validity of the study was enhanced through use of expert opinion, participants’ confirmation, and detâiled description; while the reliability was fortified through consistency and confirmability analysis. Major problems were cited as: disrespect, selfishness, indifference, intolerance, terrorism, traffic and violence in society, social and economic issues. The findings have established that the amount of instruction in the affective domain prescribed by the curriculum was not sufficient for educating individuals who are able to overcome social problems. Teachers were responsible for providing instruction in the affective domain as well as the cognitive domain.  However, during the process of providing instruction in the affective domain teachers have experienced problems caused by families, the media, school and peers.

Keywords: Affective domain; Social problems; Experienced difficulties; Elementary school; Secondary school; Teaching.

The aim of this study was to adapt the Moral Disengagement Scale to Turkish, and to examine its psychometric properties. For this purpose, Moral Disengagement Scale developed by Bandura and colleagues (1996) was hand out to 285 university students (194 women, 91 men). To determine construct validity, confirmatory factor analysis was performed. The reliability of the scale was calculated by using Cronbach's alpha coefficient and split-half reliability. It was found that the translated scale has a single factor structure as the original scale and this single structure was confirmed by the good fit indices. Cronbach's Alpha coefficient of the scale was .86 and split-half reliability was .78. To test discriminant validity, social desirability scale was used, but no significant relationship between social desirability and moral disengagement (r=.03) was found. In addition, criterion validity was obtained by testing the relationship between moral disengagement and aggression. It was found that there is a moderate relationship between aggression and moral disengagement (r=.33). As a result, the Moral Disengagement Scale has satisfactory psychometric properties, and can be used in various settings.

Keywords: Moral disengagement scale; Validity; Reliability; Aggression; Social desirability.