https://ijedal.com/index.php/ijedal/issue/feed 2025-06-22T00:00:00+03:00 IJEDAL JOURNAL ijedaljournal@gmail.com Open Journal Systems <p>International Journal of Educational Administration and Leadership: Theory and Practice (IJEDAL) is an national and international peer-reviewed, non-profit, Professional scientific journal. IJEDAL is a journal that accepts manuscripts related to educational administration and leadership. The journal is published online twice a year. IJEDAL publishes research employing a variety of qualitative and/or quantitative methods and approaches in all areas of the educational administration and leadership field. IJEDAL welcomes articles from different institutions and countries.</p> <p>There is no publication fee for the manuscripts published in IJEDAL. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> https://ijedal.com/index.php/ijedal/article/view/39 2025-05-28T01:20:27+03:00 Mustafa Taktak mstafataktak@gmail.com

<p>This study presents a systematic analysis of graduate theses on organizational values registered in the Turkish Higher Education Council (YÖK) Thesis Center between 2010 and 2024. A total of 11 theses were examined in terms of their methodological features, thematic trends, and practical implications. Findings show that all theses used quantitative methods, with most conducted at the master's level. The most frequently used measurement tools were the Organizational Values Scales developed by Yılmaz (2007) and Akhan-Çağırtekin &amp; Aküzüm (2020). Thematic analysis revealed that the studies primarily focused on school climate and school image. Key recommendations include developing strategies for strengthening organizational values by school administrators, expanding in-service training for teachers, and incorporating organizational value indicators into Ministry of National Education policies. The study highlights the limited use of qualitative and mixed methods and calls for greater methodological diversity in future research. The findings are expected to contribute to evidence-based policies aimed at improving organizational values in educational institutions.</p>

2025-05-29T00:00:00+03:00 Copyright (c) 2025 International Journal of Educational Administration and Leadership: Theory and Practice https://ijedal.com/index.php/ijedal/article/view/36 2025-05-28T01:22:44+03:00 Osman Söner osman.soner@izu.edu.tr Nur Koşar nurnikosar1@gmail.com Sinan Civaklı sinancivakli@gmail.com Nihat Karasu karasu.nihat.02@gmail.com Mesut Tokmak mesut.tokmak38@gmail.com

<p>This study sought to ascertain the correlation between educators' psychological flexibility and the transference of psychological stress. Psychological flexibility refers to the ability of individuals to adapt to challenging life circumstances and stressful situations, whereas transferred psychological trauma explores how the repercussions of past traumatic events experienced by individuals can impact subsequent generations. The primary objective of the study is to ascertain the correlation between these two significant psychological constructs. The study population comprises teachers employed across several districts of Istanbul. The participants were selected using the convenience sampling approach. The data collection approach for participants was conducted online and was voluntary. In this procedure, the researcher utilized a personal information form, alongside the previously validated and reliable 'Transferred Psychological Trauma Scale' and 'Psychological Flexibility Scale.' During the data analysis phase of the investigation, statistical tests were employed based on the distribution features of the acquired data. Given the data exhibited a normal distribution, parametric tests were employed. Correlational analysis was employed to assess the association between teachers' psychological flexibility and psychological trauma, while normal regression analysis was utilized to ascertain whether psychological trauma predicts psychological flexibility. The results were examined in the context of existing research, and recommendations were provided.</p>

2025-06-22T00:00:00+03:00 Copyright (c) 2025 International Journal of Educational Administration and Leadership: Theory and Practice