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This study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students' readiness level and teachers' mastery of course content were reported to have impacts on classroom teachers' job performance.

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The aim of this study is to determine the views of science teachers' about the Flipped Learning Model (FLM). The research has been designed as a case study. During the data collection process, a semistructured interview form was used. The research was conducted with nine Science teachers who work in eight different secondary schools in a city center in the Southeastern Anatolia region in the 2020-2021 academic year and use digital tools in their lessons. Content analysis and descriptive analysis were used in the analysis of the data. In the study, it was concluded that pre-lesson activities would increase the success of the lesson, make students come prepared for the lesson, and that the FLM was effective and necessary. In addition, as a result of the research, it was revealed that the model was not fully known by the teachers. As well as, it has been found that the lack of technological infrastructure in the use of the FLM will create inequality of opportunity. If the model was applied, the participants stated that the model would facilitate learning in general and increase students' course success and interest.

In this study, the Science Laboratory Applications (SLA) course given in a department of Elementary School Teaching in Turkey was evaluated for effectiveness. A triangulation research design, with mixed methods, was employed based on research data collected via a semi-structured interview form, a Science Experiments Evaluation Rubric (SEER) developed by the researchers, and the researchers’ diary notes. The study group included 66 preservice teachers in their second year of study.  To select the participants, a maximum variation sampling method was used with the qualitative interviews. The SEER scores were analyzed using the packaged software of SPSS, while interview data were evaluated using content analysis, and descriptive analysis was applied to the researcher’s diary notes. The quantitative and qualitative results obtained in the study revealed that preservice teachers achieved the course outcomes as well as the objectives of the curriculum. Based on these results, several suggestions are put forward for future researchers and practitioners.Keywords Elementary school preservice teacher, curriculum evaluation, course of science laboratory applications