The research was carried out in order to reveal the difficulties experienced by teachers during inclusive education. Phenomenology, one of the qualitative research designs, was used in the research. 12 teachers working in Sakarya province were determined as the study group. In the research, it was concluded that the teachers received the Internet and the support of experts in the field in preparing IEP, that they had difficulties such as crowded classrooms and student reluctance in IEP implementation, that they had problems with the materials to be used in inclusive education, and that research students had problems in communicating with their families during the inclusive education process. On the other hand, it was concluded that most of the teachers participating in the research did not have any problems with the school administration, and that some teachers avoided cooperating with the teachers about inclusive education. On the other hand, the teachers participating in the research also offered solutions to the difficulties they experienced during inclusive education.

The research aims to evaluate the attitudes of Generation Z and Generation X educators towards the emerging field of the Metaverse, utilizing qualitative research methods through a case study approach. Semi-structured interview forms were employed to gather insights from participants, with 10 prepared questions refined through expert input. Findings indicated participants' familiarity with the Metaverse primarily through platforms like Roblox, reflecting their digital native status and heightened technology integration. Mark Zuckerberg's conceptualization of the Metaverse as a 3D space for interaction resonated with participants, albeit with concerns regarding privacy and disconnection from reality. Despite apprehensions, there was a shared interest in experiencing the Metaverse for its potential to offer unique opportunities not feasible in real life. The study highlighted potential advantages of Metaverse technology in facilitating simultaneous activities and overcoming spatial constraints, although privacy and social disconnect emerged as significant concerns. Additionally, there were apprehensions about the impact of the Metaverse on individuals' self-perceptions and social interactions. While participants expressed reservations about the novelty of the Metaverse and potential privacy issues, there was a collective interest in exploring its possibilities. The research underscores the evolving nature of the Metaverse and the diverse perspectives surrounding its adoption, suggesting a need for further exploration to understand its implications fully.

Leadership characteristics of school administrators and the level of perception of teachers towards leadership behaviors are essential for school success. Being conscious of the relationship between the behaviors that affect teachers' behaviors and their consequences has the potential to improve school achievement. This study aimed to investigate the effects of empowering leadership characteristics of school administrators on teacher entrepreneurship. The research employed the quantitative method, and 400 teachers participated in the study electronically. The data were analysed using descriptive and correlation and regression analysis techniques. The teachers in Sakarya Province participated in the research, and the analyses of their responses revealed that the level of teachers' perceptions of empowering leadership was average and did not differ according to gender. It was observed that the perceptions of coaching for innovative performance decreased as the educational level increased. For this reason, the higher the education levels of the teachers, the higher their expectations of empowering leadership. It determined that the level of risk-taking and initiative-taking of teachers varied by their seniority years and gender, and the perception of risk-taking and initiative-taking was higher in both males and teachers with more seniority years. Junior teachers can develop risk-taking and initiative behaviours through activities that make them feel comfortable.

In spite of the undeniable expansion of the use of generative pre-trained transformers in higher education, little has been published on the perspectives of the users.  The aim of this study was to explore through a cross-sectional, non-experimental study the familiarity, experiences and overall opinion of professors and learners about the use of ChatGPT in the teaching and learning of English.  Findings indicate that there is not much familiarity with the tool, and even less reported utilization in both facilitators and learners. Among the potential benefits mentioned by teachers are the alleviation of the work load in tasks such as planning, material selection and evaluation, even if they currently are not incorporating ChatGPT in their professional practice. Among the recognized threats, ethical issues and limiting critical thinking in pupils were predominant. Coincidently, students do not acknowledge using chatbots in their academic tasks; they mention as advantages of using Chat GPT in learning English the possibility to improve their written skills and doing research, while considering that using virtual agents without authorization constitutes fraud. They also mentioned loss of critical thinking  as a negative consequence.   In general, it is understood that this technology is here to stay and can be very useful if applied correctly, and therefore, more instructions on its proper use is needed as well as clear policies established by the academia.

In this study, students’perception of class size as an indicator of academic performance  in  Uvwie  Local  Government  Area  of  Delta  State,  Nigeria,  was evaluated.  Systematic  random  sampling  was  used  to  select  8  secondary schools, while simple random sampling was used to select the respondents. The  total  student  population  was  6,012  and  the  final  sample  size  was  312 respondents.  Two  research  questions  and  hypotheses  were  formulated  to guide  the  study.  The  quantitative  approach  with  structured  questionnaires was   used   for   data   collection.   Questionnaires   were   distributed   to   the respondents,  and  the  research  questions  were  analyzed  using  the  mean and  standard  deviation.  Chi  square  analysis  was  used  to  test  the  research hypothesis  at  0.05  level  of  significance.  The  result  of  the  analyzed  data showed  that  there  was  a  statistically  significant  influence  of  class  size  and teacher-student ratio on students’ academic performance in public senior secondary   schools   in   Uvwie   LGA.   Majority   of   the   respondents   (73%) disagreed  that  students  were  very  active  in  large  classes  than  in  small classes,  while  85%  of  the  respondents  agreed  that  teachers  were  likely  to give class exercises to students in smaller classes. On teacher-student ratio, 85%  of  the  respondents  agreed  that  the  number  of  students  in  a  class should  not  exceed  45.  Based  on  the  findings,  it  is  recommended  that  the Government,  through  the  secondary  schools  Management,  build  more classrooms  and  employ  more  teachers  in  order  to  reduce  class  size  for effective  teaching  and  learning  in  public  secondary  schools  in  Uvwie  Local Government Area of Delta State.

This study was conducted to reveal the creativity skill levels of preschool teachers. 221 volunteer preschool teachers studying in official independent kindergarten and official nursery schools in Düzce province participated in the study. The effect of the variables of gender, education level, marital status, professional seniority, and whether or not they received training on creativity on the creativity skill levels of these teachers was investigated, and it was revealed whether the teachers' creativity differed or not according to these variables. Descriptive survey and causal comparison models were used together in the study. At the same time, the “Creative Personality Traits Scale” developed by Şahin and Danışman (2017) ,consisting of four dimensions and a total of 17 items was used to measure the creative personality traits of preschool teachers in this study. In data analysis, minimum, maximum, arithmetic mean, and standard deviation values were used in the context of descriptive statistics; t-tests (in paired groups) and ANOVA tests were used in intergroup comparisons. According to the research, it was determined that the variables of gender, education level, marital status, professional seniority, and whether or not they received training on creativity did not differentiate the creative personality traits of the participants in a statistically significant way. According to the study's findings, the preschool teachers' creativity in the study group was high. At the same time, based on the findings, it was determined that the dimension in which the participants showed the highest level of participation in the context of creative personality traits was intrinsic motivation, and the dimension in which they showed the lowest level of participation was risk-taking.