https://ijedal.com/index.php/ijedal <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> Bilge Akademi en-US International Journal of Educational Administration and Leadership: Theory and Practice 2148-3868 https://ijedal.com/index.php/ijedal/article/view/30 <p>This study examines the relationship between pre-service teachers' 21st century learning skills and pre-service teacher identities. In the study, 306 pre-service teachers who received pedagogical formation training at Kırşehir Ahi Evran University were included in the study. "21st Century Learning Skills Scale" and "Pre-service Teacher Identity Scale" were used to collect data from the participants. The study was conducted within the framework of the relational screening model, and the data were evaluated with t-test, correlation and regression analyses.As a result of the analyses, a positive moderate relationship was found between pre-service teachers' 21st century learning skills and pre-service teacher identities. This situation shows that the development of pre-service teachers' learning skills supports their pre-service identity formation. In addition, when evaluated in terms of the gender variable, it was determined that the pre-service teacher identity perceptions of female pre-service teachers were significantly higher than those of males.However, no significant difference was found between genders in terms of learning skills.In line with these findings, it is recommended that teacher training programs be restructured to include more critical thinking, problem solving, digital literacy and self-regulation skills. Finally, in order to expand research in this area, it is recommended that comparative studies be conducted in different socio-cultural contexts, longitudinal analyses be conducted and teacher identity development be examined in depth through qualitative research.</p> Metin Işık Hatice Kübra Çiçek Copyright (c) 2025 International Journal of Educational Administration and Leadership: Theory and Practice https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-31 2024-12-31 3 2 16 24 10.52380/ijedal.2024.3.2.30