In this study, the relationships between the leadership styles of school principals, school culture, and organizational image are examined according to the teachers’ perceptions. The study is designed according to a relational survey model, and it consists of 370 teachers working in 20 schools in Selçuklu, Karatay, and Meram districts of Konya, Turkey. The leadership style scale of school principals (LSSSP), the scale for school culture (SSC), and the scale of the organizational image (SOI) were used as data collection tools. Pearson’s correlation, regression, and path analysis were used for analyzing data in addition to descriptive statistics. It was found that school principals manifest transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organizational image by the teachers is medium. It was also found that there are significant relationships between leadership styles, the school culture, and organizational image, along with the leadership style of school principals, which significantly predicted school culture, and school culture, which significantly predicted organizational image. School culture has a mediator effect on both leadership styles and the organizational image. This is due to the realization of the leadership styles that have an important role in developing an organizational image, through school culture. This research offers the presumptions that leadership manifested by the principal creates a positive effect on the members of the organization and contributes to the formation of strong school culture, in addition to leadership and school culture making a positive contribution to the organizational image of the educational institution.

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The aim of this study is to examine the relationship between teachers' self-efficacy perception on ICT and their attitude to ICT usage in their classes. For this purpose, two scales were used: one is "Teachers' Self-efficacy Perception on ICT Scale" and the other is “Teachers’ Attitude towards ICT Usage Scale". 42.307 teachers joined to this study. To analyse the collected data, mean, standard deviation, Pearson correlation and linear regression analysis were used. It is found out that there is a significant relationship between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in their classrooms. According to the findings, it can be said that if teachers’ self-efficacy level is high, teachers can use ICT in learning process effectively and they can develop themselves in ICT use. Moreover, they can make class management perfect while using ICT. Keywords: Self-efficacy; teachers' attitude towards ICT usage; self-efficacy in ICT; teacher.

The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.

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