The main purpose of the research is to determine the opinions of teachers about the psychological problems experienced by teachers working in primary and secondary education during and after the distance education process during the Covid-19 pandemic process, the sources of these problems, their strategies for coping with psychological problems, and how the psychological problems and processes they experience will affect their profession after the crisis. Case study, one of the qualitative research methods, was used in the research. The study group of the research consists of 20 teachers from different branches determined by the maximum diversity sampling method, one of the purposive sampling methods.  In the research, "semi-structured interview form" developed by the researcher was used as a data collection tool. Expert opinion was sought in order to determine whether the questions in the interview form were suitable for the purpose of the interview. Necessary corrections were made in line with the suggestions and criticisms from the experts. The data obtained from the interviews were analyzed by descriptive analysis method. When the research data are examined, in line with the findings; The participants face stress, anxiety and physical difficulties in the distance education process, the uncertainty of the process and constant exposure to the computer as the source of these difficulties, the activities such as listening to music, painting, doing sports and sleeping while struggling with the difficulties, and the end of the process. It has been concluded that there are positive and negative effects by switching to education. Difficulties experienced in the distance education process and various suggestions have been made to overcome these difficulties.

The aim of the research is to determine the preschool learning environments and to examine the student-teacher relationship. The sample of the study, in which the relational survey model, one of the quantitative research methods, was used, consists of 6 independent kindergartens affiliated to the Directorate of National Education in Gaziantep province Şahinbey and Şehitkamil district center in the 2019-2020 academic year, 61 teachers working in these schools and 244 children aged 5 years in the class of these teachers. . In the study, the data were collected using the Learning Environments Evaluation Scale (ECERS R), developed by Harms and Clifford (1980) and adapted to Turkish by Kler Klodya Tovim (1996), and developed by Pianta (1999) and Ası and Karabay (2018) to determine the student-teacher relationship. The data were collected with the Student-Teacher Relationship Scale (SSPS-F), which was adapted into Turkish by The data obtained within the scope of the research were analyzed using SPSS (Version 24.0), regression and correlation analyzes were used as well as descriptive statistical methods. A positive relationship was found between the sub-dimensions of the ECERS-R scale, classroom space and furniture, routine personal care, activities and program structure, and the conflict sub-dimension, which is the sub-dimension of the Student-Teacher Relationship scale.

The main purpose of this research is to explain whether there is a significant relationship between teacher perceptions of school principals' crisis management skills and teacher perceptions of school principals' leadership styles. These perceptions; The teachers' gender, marital status, union status, years of service, branches, and the type of school they work in were determined according to their demographic characteristics.
The research was carried out with 1273 teachers working in the central districts of İzmir. The sample was determined by cluster sampling and stratified sampling methods. The Crisis Management Skills Questionnaire of Primary School Principals and the Multi-Factor Leadership Scale were used as data collection tools in the research. When the data obtained as a result of the research is evaluated; It has been determined that the perceptions of the crisis management skills and leadership styles of the principals in the school where the teachers' work are high.
According to the research findings, necessary democratic environments should be created for teachers to take an active role in the crisis management process in their schools. For teachers, students, parents, and employees in schools, it will be healthy to introduce leadership behaviors where communication and human relations come to the fore. School principals' application of transformational leadership and similar leadership style behaviors in the crisis management process and reflecting these leadership styles to teachers may reveal positive crisis management skills. Education managers and personnel working in the central and provincial organizations of the Ministry of National Education (General Director, Head of Department, Provincial National Education Directors, and Assistants, District National Education Directors, Branch Managers, civil servants, etc.), personnel of private schools and university-level institutions were included in this research. can be included, more comprehensive research can be carried out by expanding the sample.

The aim of this study; It is to reveal the perceptions of primary school parents about Covid-19 and the school during the Covid-19 pandemic period, through metaphors. In this study, which was prepared by choosing a qualitative research model, the phenomenology design was used. In the fall semester of the 2020-2021 academic year, 133 primary school parents determined by purposeful sampling from different provinces formed the study group of this research. In order to reveal the school perceptions of the participants in the Covid-19 and Covid-19 process, “Covid-19(Coronavirus), .................. is similar, because .. ......” and “School in the Covid-19 (Coronavirus) process, ................................ ..similar, because ........” were asked to complete their sentences with metaphors. Since the process was carried out during the pandemic period, the participants were reached through online surveys. Content analysis technique was used to analyze the collected information in this study. As a result of the study, it was determined that the participants produced 79 valid metaphors for the Covid-19 outbreak. The most common participants were “Influenza(f:4)”, “Nightmare(f:3)”, “Prison(f:3)”, “Death(f:3)”, "Spider(f:3)”, It was observed that he preferred the metaphors of  “poison(f:3)”. In the participants' perceptions of school during the Covid-19 process, 79 valid metaphors were produced. These include “Danger/Dangerous(f:4)”, “Tree(f:3)”, “Abandoned House/Building(f:3)”, “Abandoned City(f:3)”, “Sun(f:): 3)” metaphors were found to be the most preferred. The result of the research shows that the Covid-19 disease has created negative perceptions on parents. The vast majority of parents have developed a daunting belief that defines Covid-19 as a lethal, sickening, contagious disease that negatively affects social life and educational environment and isolates people. In this context, the first thing to do is to eliminate this negative effect on parents. In this process, it is suggested to school management and teachers to carry out remedial studies to eliminate these negative perceptions in parents.

The aim of this study is to examine the opinions of primary school teachers about peer bullying. The study group was formed by using the typical case sampling method, one of the purposive sampling methods. The study group was carried out on primary school class teachers with different professional experience, age, gender and experience. 12 classroom teachers were included in the study. This research was created by using the case study method, which is one of the qualitative research methods. The data collection tool consists of socio-demographic questions and a semi-structured interview form consisting of 11 open-ended questions developed by the researcher. In the presentation of the data, the forms were evaluated by descriptive analysis method, themes were determined according to the interview questions and coded. In order to ensure the internal validity of the research, a data collection form was prepared in accordance with the scientific process. To ensure internal credibility, the codes regarding the views on peer bullying were supported with direct quotations. The research method and research process are explained in detail to ensure external reliability and validity. In addition, in order to increase the reliability of the study, the analyses of an expert were taken into account and common points were determined.
As a result of the research, teachers generally defined the definition of peer bullying as brute force, verbal violence, pressure, communication difficulties. When we look at the opinions of the students who apply peer bullying about their age and gender, the majority of the students who apply the bullying are female students and 7-8 age group students. When we look at the opinions of the students who are exposed to peer bullying about their gender and age range, it is seen that they have female students and the age range of 7-8. When we look at the characteristics of the students who practice peer bullying, they expressed them as students with family problems, anger problems, physically strong, students who cannot express themselves, students who are in good financial condition, and students with low success. When we look at the characteristics of the students who are exposed to peer bullying, they stated that they are shy and introverted, physically weak, insecure, and show submissive behavior. Teachers said that they faced types of bullying such as physical bullying, verbal bullying, exclusion, and unauthorized use of items, respectively. Regarding the causes of peer bullying, the teacher presented reasons such as family problems, social media and television, environmental influence, desire to attract attention. They also found that students engaged in peer bullying behavior when they got angry, when they disagreed, when they didn't want to, when they played games, when they wanted attention. At the same time, at the end of the research, teachers said that they could be prevented by cooperating with the guidance service, cooperating with the family, and doing in-class activities to combat peer bullying. As other solution suggestions, they expressed opinions such as family education, seminars, one-on-one dealing and disciplinary action.

Primary school teachers play a very important role in providing the new students with the first information, behaviors and attitudes that they will use in their school life and later life. There is no doubt that primary school has an important place in the education life of the individual. In this respect, the education of refugee/immigrant students who attend primary school is one of the issues that should be focused on sensitively. For this reason and because the teacher is the class leader, the image of the teacher is of great importance. The purpose of this research is to reveal the image of the primary school teacher from the eyes of refugee/immigrant students studying in primary school, using student drawings (pictures). For this purpose, students were asked to paint a picture reflecting their thoughts on the concept of 'teacher'. The phenomenology model, one of the qualitative research methods, was used in the study. The study group consisted of 81 refugee/immigrant primary school students studying in Gaziantep in 2020-2021. The data were analyzed by content analysis method. Student drawings obtained as a result of the research were collected in 3 categories according to their similar characteristics. As a result, based on the data obtained within the scope of the research, it was found that refugee/immigrant students generally drew their teachers in a positive way. In addition, it was observed that the majority of the students drew their teachers, whom they reflected in their pictures, smiling.