The aim of this study is to determine the relationship between school administrators’ authentic leadership behaviors and their crisis management skills. The population of the study consists of teachers working in public schools in eight central districts of Ankara province. The sample of this quantitative research, which is in the relational survey model, consists of 424 teachers. Authentic Leadership Scale (Tabak et al., 2012) and Crisis Management Scale (Aksu & Deveci, 2009) were used as data collection tools. It was concluded that the teachers who participated in the study found their administrators moderately sufficient for the authentic leadership behavior sufficient in the sub-dimensions of transparency in relationships, internalized moral understanding and self-awareness, and moderately sufficient in the sub-dimension of balanced evaluation of information. As a result of the analysis, a high positive relationship was found between authentic leadership behaviors and crisis management skills. It was determined that the administrators of the participants in the study were moderately competent in the authentic leadership and balanced assessment of information dimension, competent in the sub-dimensions of transparency in relationships, internalized ethics and self-awareness; and competent in the pre-crisis period and post-crisis period sub-dimensions of the crisis management scale, and moderately competent in the crisis period sub-dimension.
Authentic leadership, crisis, crisis management, school administrators, teacher.

This study aims to examine the effects of interdisciplinary approaches in elementary school mathematics lessons and their implementation in the classroom. The study examines teachers' views on interdisciplinary approaches, the difficulties they face when implementing these approaches, and their effects on students' attitudes and motivation towards mathematics lessons. The study was conducted with a case study design, one of the qualitative research methods. The study group consisted of 10 classroom teachers working in Van province. A semi-structured interview form was used as data collection tools. In the interviews, teachers' implementation processes of interdisciplinary approaches, the difficulties they face and the effects of these approaches on student achievement were examined in depth. The data were analyzed using content analysis method. The findings of the study show that teachers generally associate interdisciplinary approaches with Turkish, Science, Social Studies and Life Sciences courses. In addition, the interdisciplinary approach was found to improve students' mathematical thinking skills and increase their motivation for mathematics. However, some teachers reported difficulties in implementing these approaches due to the intensity of the curriculum. In conclusion, interdisciplinary approaches have positive effects on student motivation and achievement. However, educational policies need to be strengthened to overcome the difficulties faced by teachers. In this direction, it is recommended that interdisciplinary trainings for teachers should be expanded and classroom materials should be diversified.

The search for excellence in education has always existed from the past to the present. One of the places where excellent education is provided systematically and in the best way is relatively schools. Schools where students are provided with excellent education are excellent places. This study aims to reveal the views of teachers on the concept of excellent school. Phenomenology, one of the qualitative research designs, was used in the research. The participants of the research are teachers who are receiving postgraduate education in the 2023-2024 academic year. Criterion sampling method was used in the research. The research data were collected with a semi-structured interview form. The data were analyzed with the content analysis technique. As a result of the research, indicators related to the excellent school and metaphors related to the excellent school were revealed. Indicators related to the excellent school were revealed as student characteristics, administrator characteristics, teacher characteristics, education and training characteristics, environmental relations, financial management, school culture, school climate and ethical behaviors. Under the themes that an excellent school is a place focused on development, where work is done in harmony, where differences are kept together, that contributes to the society, supportive, trustworthy, goal-oriented, loving, solution-oriented and that provides a sense of belonging, 25 different metaphors such as clock, family, ship, spring and rainbow were produced. Based on the results obtained, various suggestions such as creating excellent schools, creating basic indicators for excellent schools and disseminating excellent school research were presented to policy makers and researchers.

This study reviews the book Supervision that improves teaching and learning / strategies and techniques by Sullivan and Glanz, translated into Turkish by Ali Ünal. The review evaluates the book’s content and structure, emphasizing its practical contributions to educational supervision. Highlighting reflective practices, collaborative techniques, and alternative supervision models, the study presents the book as a valuable guide for teachers, school leaders, and educational researchers. It also underscores how the translation retains the original’s clarity and instructional tone, making it accessible for Turkish educators. By integrating theory with practical tools, this book contributes significantly to modern educational leadership and instructional improvement efforts.