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This study investigated the relationship between bullying involvement (bully, victim, bully/victim, and not involved) and gender, academic achievement, selfefficacies (academic, social, and emotional self-efficacies). Data were collected by administering the Revised Olweus Bully/Victim Questionnaire (Olweus, 1996), the Self-Efficacy Questionnaire for Children (Murris, 2001), and a demographic information form to 721 middle school students (50.3% female, 49.7% male). The associations between bullying involvement and the independent variables were evaluated using a multiple correspondence analysis. Results showed that females tended to be not involved or victims, whereas males tended to be bullies or both bullies and victims. There were moderate associations between all self-efficacies, academic achievement, and bullying involvement. In particular, high self-efficacies and high academic achievement were related to being not involved in bullying, while low self-efficacies and low academic achievement were associated with either being a victim or both bully and victim.

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<p>This study aims to identify factors that are effective on decision making at school, to analyse how these processes occur, to investigate whether decision making processes differ from school to school; and to demonstrate whether decision making processes at schools are associated with personality, decision making strategies and principals’ leadership. The research was conducted during 2012-2013 academic year in central districts of Ankara. It covered a total number of 473 participants (22 principals and 449 teachers), who work in 24 different elementary schools. In order to collect necessary data for the research, Adjective Based Personality Scale (Bacanlı, İlhan and Aslan, 2009), Leadership Styles Scale (Çuhadaroğlu, 2008) and Decision-Making Questionnaire at School and Decision Making Process Questionnaire at School, which were developed by the authors, were employed in this study. In analysing the data, two-level hierarchical linear model technique was used. According to the research findings, the most important factors in decision making at schools are deputy principals, senior education managers and teachers. The least effective ones are citizens that are not custodians for students, non-educative personnel at school and representatives of non-governmental organisations.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmada, okullarda karar verme sürecinde etkili olan faktörlerin neler olduğu, okulda karar süreçlerinin nasıl gerçekleştiği, karar verme süreçlerinin okullara göre farklılaşıp farklılaşmadığı ve okullardaki karar verme süreçlerinin kişilik, karar verme stratejileri ve okul müdürünün liderliği ile ilişkili olup olmadığının ortaya konulması amaçlanmaktadır. Araştırma, 2012-2013 eğitim ve öğretim yılında, Ankara ili merkez ilçelerindeki 24 ilköğretim okulunda görev yapan 22 okul müdürü ve 449 öğretmen olmak üzere toplam 473 katılımcı ile gerçekleştirilmiştir. Araştırma için gerekli verilerin toplanması amacıyla Sıfatlara Dayalı Kişilik Testi (Bacanlı, İlhan ve Aslan, 2009) ve Liderlik Stilleri Ölçeği (Çuhadaroğlu, 2008) ve araştırmacılar tarafından geliştirilen Okulda Karar Alma Anketi ve Okulda Karar Alma Süreci Ölçeği kullanılmıştır. Verilerin analizinde iki düzeyli hiyerarşik doğrusal model tekniği kullanılmıştır. Araştırma  sonuçlarına göre, okullarda karar alımında en etkili olan faktörler müdür yardımcıları, üst düzey eğitim yöneticileri ve öğretmenlerdir. En az etkili olanlar ise öğrenci velisi olmayan vatandaşlar, okuldaki eğitici olmayan personel ve sivil toplum kuruluşu temsilcileridir.</p>