In this study it was aimed to determine the relationship between teachers' positive psychological capital levels and organisational commitment. The study was conducted as a correlational survey which is one of the quantitative methods. The sample group consists of 244 teachers selected by using random sampling method among 1270 teachers working in primary, elementary and high schools in Erzincan city center in 2015-2016 academic year. The data was collected with Positive Psychological Capital Scale and Organisational Commitment Scale. The data was analysed by using correlation and regression analyses. The findings show that there was a significant positive relationship between the teachers' positive psychological capital levels and organizational commitment in terms of both total scores and sub-dimensions.

This study was designed in the relational screening model -one of the quantitative research techniquesinvestigates the influence of leadership styles of school administrators on teachers' quality of work life and their organizational commitment,. The study sample consists of 515 teachers working at primary, secondary and high schools at Erzincan city center in the 2013-2014 school year. The study data was obtained through the leadership styles scale, the work life quality scale and the organizational commitment scale. 1 dependent and 2 independent variables can be found in the study. However, the quality of work life was deemed both as an independent and dependent variable since it has a direct and indirect influence on organizational commitment. According to the study results, school administrators usually display a transformational leadership style within the school. The findings of the study suggest that there is a significant positive relationship between transformational leadership style and work life quality and organizational commitment. At the end of the analyses conducted, it was concluded that the leadership style of school administrators is a significant precursor for teachers' work life quality and organizational commitment.

Bu çalışmanın amacı öğretmen algılarına göre okul yöneticilerinin liderlik stillerini ölçmede kullanılabilecek bir ölçek geliştirmektir. Ölçeğin geçerlilik ve güvenirlik çalışmaları 499 öğretmenin katılımıyla gerçekleştirilmiştir. Ölçeğin yapısal geçerliğini test etmede açımlayıcı ve doğrulayıcı faktör analizine başvurulmuş, güvenirlik çalışmasında ise Cronbach Alpha, Sperman Brown ve Test Tekrar Test güvenirlik katsayıları hesaplanmıştır. Çalışma sonucunda toplam varyansın 54.19'unu açıklayan 3 faktör altında 35 maddeden oluşan bir ölçek elde edilmiştir. Açımlayıcı faktör analizi ölçeğin dönüşümcü, sürdürümcü ve serbest bırakıcı liderlik stili olarak ifade edilen 3 alt boyuttan oluştuğunu göstermiştir. Her birisi ayrı değerlendirilen dönüşümcü, sürdürümcü ve serbest bırakıcı liderlik boyutları için doğrulayıcı faktör analizi yapılmış, üç ölçme modelinin de kabul edilebilir uyum indeksleri ürettiği görülmüştür. Dönüşümcü, sürdürümcü ve serbest bırakıcı ölçeklerinin güvenirliğinin ortaya çıkarılması amacıyla yapılan analizlerde Cronbach Alpha, Sperman Brown ve Test Tekrar Test ölçüm sonuçlarının kabul edilen sınırlar içerisinde olduğu görülmüştür.

In this research, which aims to investigate the organizational commitment and psychological well-being of academicians, the quantitative research method was employed. The research was designed in the relational screening model. The sample of the research consisted of 132 academicians at the Erzincan Binali Yıldırım University located in the Eastern Anatolia Region of Turkey in the 2018-2019 academic year.  The research data were collected with the organizational commitment and psychological well-being scales. The data of the research were analyzed with the SPSS package program. The frequency, t-test, one-way (ANOVA) analysis, correlation and regression analysis were applied in the analysis of the data. According to the results reached in the study, the psychological well-being levels of the academicians were found to be high, their organizational commitment levels were at a moderate level. As it was analyzed in terms of the sub-dimensions of the organizational commitment, the emotional commitment of the academicians was found to be high, normative and the attendance commitment was at a moderate level. According to another result reached in the study, a positive significant relationship was encountered between the psychological well-being levels of the academicians and their organizational commitment levels. According to another result, the psychological well-being levels of the academicians were a significant predictor on the emotional and normative commitment, which are sub-dimensions of the organizational commitment, but was not a significant predictor of the attendance commitment.

This study was conducted in the aim of revealing the misbehaviors of the teachers according to the perceptions of the students. In the study, semi-structured interview was done with 8th grade 45 students, 20 males and 25 females, from three secondary school determined through purposive sampling. The interviews were analyzed with content analysis, one of the qualitative research methods. All the data was coded and grouped as sub-theme, theme and main theme. As a result of the analysis, it was determined that misbehaviors of the teachers according to the perceptions of the students was collected under two main themes as relations and learning process. Misbehaviors of the teachers related to the relations was divided into 4 themes as being unfair, violence, communication barriers, characteristics. And violence was divided into two sub-themes as physical and psychological. Misbehaviors of the teachers related learning process was collected under three themes as boring classes, assessment and evaluation and classroom management.