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With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.

ABSTRACT. This study outlines the professional development of teacher educators. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educators were interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm of participants in developing their knowledge, skills and attitudes in their profession despite some obstacles. However, their descriptions of professional development are not clear and confused with in-service training. The findings also highlight the discussion about who should support teacher educators' professional development. Keywords: Professional development, in-service training, teacher educators SUMMARY Purpose and Significance: The qualities and characteristics of teacher educators is one of the hottest educational discourses in the last decade. Beyond this discussion, educational policy makers and researchers recognized the role of professional development in teacher educators' work quality. Less attention is, however, given to the professional development of teacher educators in Turkey which is the main focus of this study. With this starting point, the purpose of the present study is to explore how teacher educators describe and comprehend the issue of professional development. More specially, teacher educators' descriptions and definitions of professional development and their participating professional development activities are examined. Further, to what extent teacher educators develop themselves in the professional sense, and supports and obstacles are explored. Methods: Within a case design, fourteen teacher educators in a private university at Northern Cyprus of Turkish Republic were interviewed through semi-structured interview protocols. Data were triangulated with annual performance reports obtained from faculty administration. The inter-coder reliability was ensured; all data were coded by three researchers and the codes were cross-checked to provide the consensus. Themes and categories were formed based on the codes. Results: According to the results, four categories were observed namely; professional development approach, professional development of teacher educators, participating in professional development activities, and the role of institution on professional development. Under these categories different themes were observed. Under the first category, description of professional development, understanding of professional development, and the characteristics of professional development themes were explored. In the second category, teacher educators mentioned the needed frequency of professional development activities and professional development needs of teacher educators. Under the third category, the type and kind of activities, how and from where they find...