<?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%">Mert Can</style></author><author><style face="normal" font="default" size="100%">Habib Özkan</style></author><author><style face="normal" font="default" size="100%">Fatih Bozbayındır</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS' MORAL CAPITAL: LEVEL, DETERMINANTS AND DEVELOPMENT STRATEGIES</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%">moral capital</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher morality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4499555</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</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%">This study investigates the level of teachers' moral capital, the factors influencing this perception, and strategies for its development. The research aims to determine teachers' moral capital levels, identify variables affecting their perceptions, and suggest improvements. A mixed-methods approach was employed, combining both quantitative and qualitative data. Initially, quantitative data were collected from 291 teachers through the “Moral Capital Scale,” and later, qualitative data were gathered from 20 teachers via semi-structured interviews to deepen the understanding of the findings. The study population consists of teachers working in public schools in Gaziantep during the 2024–2025 academic year. The results show that teachers' perceptions of moral capital differ based on various personal and contextual factors. Key elements associated with higher moral capital perceptions include teachers' respect for their profession, commitment to ethical values, awareness of their role in students’ development, and their ability to serve as moral role models. Additionally, variables such as marital status, age, socio-economic background, and length of service at a school also influence moral capital perceptions. Based on these findings, several recommendations are made: increasing teachers' awareness of moral capital, developing empathy and moral sensitivity, adhering to justice and consistency, utilizing professional development opportunities, enhancing the school climate, and maintaining cultural values and traditions. These strategies aim to strengthen the moral foundation of the teaching profession and contribute positively to educational environments.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">282-305</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>