<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Özdemir, G.</style></author><author><style face="normal" font="default" size="100%">Sevilay Şahin</style></author><author><style face="normal" font="default" size="100%">Türkoğlu Özdemir, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEHAVIORS RELATED TO PRIMARY SCHOOL PRINCIPALS' CRISIS MANAGEMENT SKILLS: IN THE CONTEXT OF THE FEBRUARY 6TH 2023 EARTHQUAKE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">2023 earthquakes</style></keyword><keyword><style  face="normal" font="default" size="100%">crisis management</style></keyword><keyword><style  face="normal" font="default" size="100%">February 6th</style></keyword><keyword><style  face="normal" font="default" size="100%">school principals' crisis management behaviors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1715414948.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were &quot;mostly&quot; in the pre-crisis and post-crisis periods, and &quot;sometimes&quot; during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">252-274</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Türkoğlu Özdemir, S.</style></author><author><style face="normal" font="default" size="100%">Habib Özkan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING TEACHERS' ATTITUDES TOWARDS REFUGEE STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory sequential designs</style></keyword><keyword><style  face="normal" font="default" size="100%">improvement of teacher attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed methods</style></keyword><keyword><style  face="normal" font="default" size="100%">refugee student education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1723303202.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In a classroom environment where refugee students are present, teachers' attitudes towards these students are considered to be one of the important key factors affecting the students' adaptation process to the education system and the society in which they live. Based on this important factor, the aim of the study was to improve teacher attitudes with the &quot;Attitude Improvement Module towards Refugee Students&quot; designed by the researchers and to contribute to professional development studies on the subject by taking teachers' views about the module. In the research process, an attitude scale was used to measure teachers' attitudes towards these students, covering the dimensions of communication, harmony and proficiency, it was applied to the teachers in the experimental and control groups before and after the module and the attitudes of the teachers before and after the module were analyzed. After the analyses, teachers' views were sought regarding the results. As a result of the quantitative analyses conducted in this mixed-method research, a decrease was observed in the arithmetic average of the communication and adaptation dimensions, while an increase was observed in the arithmetic average of proficiency in the dimension. According to the qualitative analysis, it was revealed that teachers had feelings such as &quot;prejudices, inability to accept refugees, language problems&quot; towards refugee students, but after the module was implemented, their feelings, such as &quot;gaining awareness and empathic approach in refugee education&quot;, improved. Based on the findings, it is recommended to develop policies aimed at nurturing the emotional aspects of teachers as well as their proficiency in improving their attitudes towards refugee students. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">539-560</style></section></record></records></xml>