Organizational climate (OC) is important in creating the essential conditions to ensure high job performance (JP) of teachers and encourage them to show innovative behavior (IB) in both classrooms and school-wide. High JP can be observed for teachers as a result of suitable OC and IB. The aim of this study is to investigate the relationships between the OC characterized by support, cohesion, fairness and pressure, JP and IB of teachers. The study sample consisted of 398 primary and secondary school teachers working at the Adana province of Turkey. Three scales related to OC, JP and IB were used to collect data. Structural Equation Modelling (SEM) was performed to analyze the effects of OC on IB and JP as well as the effect of IB on JP. According to the findings; OCs characterized by support, fairness and pressure had effects on the JP of teachers. OCs characterized by support and pressure had effects on the IB of teachers and the IB of teachers had an effect on JP of teachers.

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The aim of this study is to determine the opinions of teachers on contributions of school principals' cultural leadership behaviors to forming symmetric and asymmetric culture. The participants of the study consisted of 27 secondary school teachers working in Gaziantep province. Data of the study were collected through semi-structured interviews and analyzed through content analysis. Contributions of each cultural leadership behavior to symmetric and asymmetric culture types were determined by taking relations between cultural leadership behaviors and symmetric and asymmetric cultures into consideration in the process of content analysis. According to the findings of the study; supporting development of teachers and reflecting developments and innovations on schools are among the cultural leadership behaviors contributing to forming asymmetric culture at schools. Interpreting tasks and missions of school and ensuring necessary environment for keeping social values alive at schools are among the cultural leadership behaviors contributing to forming symmetric culture at schools. Based on the results of the study, it is suggested that school principals should follow developments in educational issues and transfer these developments into school practices. They should place more importance on supporting innovative behaviors of teachers in order to create asymmetric culture at schools.

School principals play an important role in assisting educational institutions in achieving knowledge and gaining knowledge management competence and hence, as a real knowledge organization, in meeting the needs of the age. In order to realize knowledge management, principals should take an active role both as knowledge managers and leaders. The aim of this study was to examine the extent to which leadership skills of high school principals predicted their knowledge management process competencies. In the context of this purpose, the study also aimed at investigating the relationships between principals' leadership skills and their knowledge management competencies. The sample of the study realized in a relational screening model was comprised of 573 high school teachers working in Adana province of ISSN 2162-6952 2015 www.macrothink.org/jse 2 Turkey. The surveying method was utilized for data collection and the data obtained were statistically analyzed. The results of the study suggest that there is a statistically significant relationship between principals' knowledge management competencies and their leadership skills and that the high school principals' leadership skills are a predictor of their knowledge management process competencies. The findings of the study emphasize applicability of knowledge management at schools from a social perspective and point out that leadership of the school principal is a facilitator factor to carry out knowledge management processes at schools. Journal of Studies in Education

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