Template-Type: ReDIF-Article 1.0 Author-Name: Fatih KAZAK Author-Email: fatihkazak1986@gmail.com Author-Name: İbrahim UNAY Author-Email: unayibrahim03@gmail.com Author-Name: Serdar KEYİKPINAR Author-Email: serdarmeb@gmail.com Author-Name: Mehmet BEYTEMİR Author-Email: beytemir_76@hotmail.com Title: EXAMINING THE RELATIONSHIP BETWEEN TEACHERS' DIGITAL LITERACY SKILLS AND CLASSROOM MANAGEMENT SKILLS Abstract: Developments in digital technology and information create significant changes that also affect schools, which are one of the basic building blocks of society. This transformation in schools, as a social structure, inevitably affects teachers and students, as individuals at the center of the educational process. This effect is observed in cognitive domains as well as social and behavioral dimensions. Thanks to technological advances, it has now become possible to access the needed information anywhere and anytime through resources on the web. Teachers used this situation to compensate for the course deficiencies of students who were away from schools, especially during the pandemic period. Also during this period, teachers who researched technology-supported teaching models to increase the quality of their students' education were introduced to teaching methods such as blended learning and flipped learning. It is thought that the technological competence of students and teachers has increased in this period when teachers and students are intensively intertwined with technology. There are differences in readiness levels, learning needs, and learning techniques among students who can access information through web tools without going to school. If these differences are not managed effectively, factors that hinder education arise for all students using the same educational environment. The task of managing these factors that hinder education falls on teachers. In educational environments established to achieve the goals of educational policies, motivating students in line with the goals, motivating them, arousing the willingness to learn in students, using the time allocated for education efficiently, controlling physical and human elements, these developments in the fields of digital technologies and information technologies, technological developments and society The reason for conducting this research was to examine the extent to which teachers, who are responsible for educating individuals in line with their needs, affect their classroom management skills. Journal: Eurasian Education & Literature Journal Pages: 1-17 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-01 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1508 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:1-17 Template-Type: ReDIF-Article 1.0 Author-Name: Zeynep KALE Author-Email: zkale20@gmail.com Author-Name: Sercan AKÇİN Author-Email: sercanakcin@hotmail.com Author-Name: Fidan BAŞOĞLU Author-Email: fidan__ozkan@hotmail.com Author-Name: Ümit BAŞOĞLU Author-Email: umit_basoglu@hotmail.com Title: THE RELATIONSHIP BETWEEN TEACHERS' DECISION-MAKING AND PROFESSIONAL AUTONOMY BEHAVIORS WITHIN THE SCOPE OF 21ST CENTURY SKILLS Abstract: Throughout history, the lifestyles of societies have changed, influenced by the conditions of the period. Man and the community to which he belongs can be examined within the framework of social structures from the early periods of human history to the present. Researchers call these structures primitive, agricultural, industrial and information society according to the way they use information. As societies evolve, the abilities required for individuals to succeed and compete within these societies also change. While some knowledge and skills come to the fore, others lose their importance and become worthless over time. Therefore, it is extremely important for individuals to have knowledge and skills that are considered valuable in the social period in which they live. One of the most important processes that deeply affects the social structure and causes it to change and transform is taking place in the 21st century. In today's world, many transformations are taking place in economic, political, cultural and social areas. Especially the developments in information and communication technologies have brought about structural transformations in the social, cultural, political and especially economic fields due to their effects on the human factor. In this period where mass welfare, knowledge and qualified human capital gain importance, humanity is called the information society. In the current century, reasons such as increasing knowledge, easier access to information, growing scientific infrastructure that will pave the way for new technological developments, and communication and communication becoming more practical enable change and transformation to occur much faster than in previous periods. With these developments, societies have changed the way they live, the way they work and the way they communicate. Therefore, in the light of technological, social, political and economic developments in the 21st century, expectations regarding the qualifications that individuals should have have begun to change. In the current century, the rapid development of technology and the increasing impact of globalization have directed the attention of educational researchers to the determination and evaluation of the student profile that will meet the expectations of the new century. Today's individuals; They are expected to be responsible, leadership, entrepreneurial, flexible, creative, productive, problem solver, innovative, open to collaboration, strong communication skills, information, technology and media literate. Teaching students these 21st century skills is of great importance in terms of the quality of the activities to be carried out in the learning-teaching process. Teachers are recognized for their role in contributing to the academic, socio-cultural and moral development of students. However, teachers also play a critical role in creating a positive classroom atmosphere to ensure an effective learning environment. They guide students by transferring the knowledge and skills they have. Therefore, it is extremely important that teachers who will carry out teaching activities have 21st century skills. Today's teachers need to attain the competencies and skills of this age in order to appeal to 21st century learners. It is the responsibility of teachers, from primary education to higher education, to provide students with these skills that will significantly affect their careers and lives. Journal: Eurasian Education & Literature Journal Pages: 18-37 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-02 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1509 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:18-37 Template-Type: ReDIF-Article 1.0 Author-Name: Derya KAPLAN Author-Email: kplndrya@gmail.com Author-Name: İbrahim ERDEM Author-Email: erdemibrahim87@gmail.com Author-Name: Yusuf TUTAN Author-Email: yt15eymen@gmail.com Author-Name: Kemal UYANIK Author-Email: kemaluyanik0325@gmail.com Title: THE EFFECT OF PRIMARY SCHOOL TEACHERS' SCHOOL CULTURE PERCEPTION LEVELS ON THEIR BEHAVIOR Abstract: The perception levels of primary school teachers regarding school culture significantly shape their behavior and interactions within the school environment. School culture consists of shared values, beliefs, traditions, and practices that characterize a school and influence its overall atmosphere. When teachers perceive a positive school culture that encourages collaboration, respect, and support, they tend to feel more motivated and committed to their roles. This positive perception boosts teachers’ morale, strengthens their interactions with students, and contributes to creating a supportive learning environment both in the classroom and throughout the school. Therefore, teachers who establish a strong connection with the school’s values and experience a sense of belonging are more likely to exhibit positive behaviors, such as showing empathy, promoting open communication, and actively participating in school activities. On the other hand, if teachers perceive school culture as negative or unsupportive, it can lead to adverse effects on their behavior. For instance, in a culture that lacks cooperation, is overly competitive, or provides insufficient support from the administration, teachers may feel isolated, stressed, or demotivated. These feelings can affect their interactions with students and colleagues, potentially leading to weaker communication, reduced enthusiasm for collaboration, and limited participation in social or academic activities. Over time, these negative effects may impact both teachers' performance and the classroom environment. This situation highlights the importance of fostering a positive school culture to support the well-being and effectiveness of primary school teachers. Journal: Eurasian Education & Literature Journal Pages: 38-58 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-03 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1510 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:38-58 Template-Type: ReDIF-Article 1.0 Author-Name: Nihat ARMAĞAN Author-Email: nihat_armagan@hotmail.com Author-Name: Ramazan EFE Author-Email: efemben@hotmail.com Author-Name: Serkan GÜZEL Author-Email: serkan09nzl@gmail.com Author-Name: Mehmet ULUIŞIK Author-Email: mehmed0332@gmail.com Title: THE USE AND DEVELOPMENT OF ARTIFICIAL INTELLIGENCE IN EDUCATION Abstract: While artificial intelligence shows its impact in all areas of the industry, it has changed the perspective of education systems on training qualified manpower. The expectation that manual labor and physical activities will last more intense and longer hours in the past has been replaced by individuals with digital literacy, creativity, innovative and critical thinking, analysis, synthesis and evaluation skills. With the increasing preference of these characteristics defined under the name of 21st century skills in business world employees, states can integrate artificial intelligence systems into education to raise individuals with these desired characteristics while arranging their future development plans and education systems. will be able to reach. Artificial intelligence technologies attract more attention every day, especially with the contribution of successful projects carried out in recent years, and research on this subject is becoming increasingly important. Artificial intelligence technologies, which have been used successfully in many sectors, have also begun to be used in the education sector. In this article, instructive information on the subject is shared in order to better understand the studies on the effects of artificial intelligence in education, and examples of the use of artificial intelligence technologies in the education sector in Turkey and the world are mentioned. In addition, the contributions of these technologies to the education sector were emphasized. It is thought that the research can be a resource for future studies on artificial intelligence in education, which is gaining importance. Journal: Eurasian Education & Literature Journal Pages: 59-70 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-04 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1511 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:59-70 Template-Type: ReDIF-Article 1.0 Author-Name: Kemal YAZGI Author-Email: kemalyazgi@hotmail.com Author-Name: Fazilet ABAY Author-Email: fuzulifuzzy@gmail.com Author-Name: Emrah KAŞ Author-Email: emrah.kas91@gmail.com Author-Name: Elif SEVİM Author-Email: elifsvm@hotmail.com Title: EFFECTS OF EDUCATIONAL MANAGERS ON TEACHER MOTIVATION IN SCHOOLS AND INSTITUTIONS Abstract: The purpose of this study is to examine the methods used by private school administrators to increase teacher motivation. The literature of the study has shown that school administrators play a vital role in increasing teacher motivation. The study emphasized the importance of teacher motivation in increasing individual and institutional benefits, increasing efficiency and achieving institutional goals. It is noteworthy that modern school administrators use incentives to increase teacher motivation. Incentives are a complex issue as they can vary from person to person. Therefore, this study examined various motivational tools to explain this diversity. The study examined in depth financial tools, psycho-social tools that take into account the individual well-being of teachers and organizational-managerial tools that affect the work environment. School administrators use these motivational tools to provide various incentives for their staff. The study also provided examples and asked questions based on the opinions of school administrators to examine the subject in more depth. The findings of this study aim to be a model for other school administrators and those who want to become administrators Journal: Eurasian Education & Literature Journal Pages: 71-88 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-05 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1512 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:71-88 Template-Type: ReDIF-Article 1.0 Author-Name: Ferhat SUMER Author-Email: ferhatsumer94@gmail.com Author-Name: Eşref ORUÇ Author-Email: esreforuc01@gmail.com Title: USE OF MULTI-CRITERIA DECISION MAKING METHODS IN THE FIELD OF EDUCATION Abstract: Educational institutions are faced with increasingly complex decision problems today. The purpose of this study is to evaluate important decision-making methods in the field of education by examining various studies in the literature where multi-criteria decision-making methods are used. While it is accepted that data-based decision-making is valuable in terms of accurate, reliable and multi-dimensional decision-making, issues such as lack of knowledge and skills related to the process, technical problems, difficulties in ensuring data security and obtaining accurate data gain importance. In order to facilitate the data-based decision-making process, administrators have certain expectations from individuals, school administration and senior leadership. When the multi-criteria decision-making process in the field of education is examined, it is seen that school administrators play an important role and that various methods are applied in educational institutions. Educators in the field of education emphasize that manager-oriented learning methods, which also include practical applications, have a positive effect on students' academic performance. It is important to emphasize the importance of teachers playing a more proactive role in the decision-making processes carried out by educational administrators. These decisions should accurately reflect the real needs of the class. The involvement of teachers in decision-making processes in the field of education has a positive effect on their professional development and general job satisfaction. Conversely, when decisions are made unilaterally, it often results in dissatisfaction and lack of motivation Journal: Eurasian Education & Literature Journal Pages: 89-104 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-06 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1513 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:89-104 Template-Type: ReDIF-Article 1.0 Author-Name: Mahmut TÜRKMEN Author-Email: mahmutturkmen03@gmail.com Author-Name: Gönül YAZGI Author-Email: gonulyazgi@hotmail.com Author-Name: Turhan HAYAT Author-Email: turhanhayat@hotmail.com Author-Name: İsmihan Türkan HAYAT Author-Email: turkanhayat@hotmail.com Title: EXAMINING THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' SOCIAL MEDIA USE AND THEIR TEACHING SELF-EFFICACY Abstract: Examining the relationship between pre-service teachers' social media use and their teaching self-efficacy has become essential due to the increasing digitalization of today’s education system and the rising importance of teachers' digital skills. Social media is a valuable tool for teachers, enabling quick access to information, sharing educational materials, and establishing a dynamic communication channel between students and teachers. Developing effective social media usage skills during their training can enhance pre-service teachers' impact throughout their careers. Teachers’ self-efficacy their confidence in their ability to plan lessons, provide constructive feedback, and manage classrooms directly influences their success in these areas. Therefore, understanding the connection between social media use and teaching self-efficacy can help us better comprehend the role of social media platforms in the professional development of teachers. Additionally, examining this relationship provides insight into how social media impacts pre-service teachers’ confidence, information sharing, and participation in professional learning communities. Social media platforms allow pre-service teachers to engage in professional knowledge exchange, stay updated on current pedagogical developments, and learn innovative methods relevant to their field. In this context, understanding how social media use contributes to or limits teaching self-efficacy can guide the development of teacher training programs and digital literacy education. Consequently, pre-service teachers can be better equipped to become active, informed individuals in the digital world, ultimately enhancing their future contributions to education. Journal: Eurasian Education & Literature Journal Pages: 105-123 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-07 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1514 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:105-123 Template-Type: ReDIF-Article 1.0 Author-Name: Kezban ÖZTÜRK Author-Email: kezban948@gmail.com Author-Name: Zühal ORUÇ Author-Email: zuhaldmr56@gmail.com Author-Name: Hevican MERCAN Author-Email: hvcn.mrcn@gmail.com Title: TEACHERS' CLASSROOM MANAGEMENT SKILLS AND THEIR IMPORTANCE Abstract: Classroom management skills are critically important for the efficient and effective progress of the educational process. Classroom management involves various key processes, such as ensuring students actively participate in the lesson, organizing the learning environment, and maintaining discipline within the class. Effective classroom management helps students focus their attention and concentrate on the learning process. These skills enable teachers to control the flow of the lesson, support interactions among students, and prevent potential disciplinary issues in advance. Thus, it ensures higher productivity during class time and increases students' success levels. Classroom management skills also play a significant role in the social and emotional development of students. A well-managed classroom environment provides students with a safe, respectful, and supportive space, which fosters their self-expression, confidence-building, and socialization processes. Effective classroom management skills not only positively impact students’ academic achievements but also enhance their social adaptation and school attachment. Therefore, developing classroom management skills is essential for teachers, as it supports students' individual and social growth and has a direct impact on long-term educational success. Journal: Eurasian Education & Literature Journal Pages: 124-133 Volume: 19 Issue: 19 Year: 2024 Month: Feb DOI: 10.17740/eas.edu.2024-V19-08 File-URL: https://eurasianacademy.org/index.php/edulit/article/view/1515 File-Format: Application/pdf Handle: RePEc:eas:edulit:v:19:y:2024:i:19:p:124-133