Digital Transformation in School Management and Culture

Quality becomes milestone for enhancing learning and teaching practices through contemporary standards. In this respect, considering the outcomes of transformation is essential. School management is an umbrella of facilitating learning and teaching. Therefore, role of digital transformation in school management is an intensified need to be underlined. In establishing school culture, school management plays an essential role that digital transformation effects the school management and culture for the quality in education. The nature of this research is qualitative. Reflective reports of headmasters are gathered as data to understand the readability and awareness of school management to the digital transformation in the case of North Cyprus. In addition, content analysis is done to realize the upcoming issues in school management and digital transformation. As this focus is demanding for developing countries especially North Cyprus, this research revealed that headmasters have awareness on the use of digital and technological facilities. They are aware on digital transformation although budget and application restrictions are revealed to apply this transformation

The Effect of Leadership Styles and Initiative Behaviors of School Principals on Teacher Motivation

This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching

BRAIN. Broad Research in Artificial Intelligence and Neuroscience-How MOOCS Support Collaborative and Conflict management in Schools

<div>IInformation technology plays a great role to provide the importance of sharing, exchanging knowledge for the development of people and institutions. In this respect, it is crucial to underline the significance of information technology in personal and institutional development. As information technology fosters the context of collaboration, schools have started to revamp their management practices due to these impacts. Especially, MOOCs plays a great role to improve cultural sharing, social presence as creating the manner of educational policy. In this respect, this research study evaluates the collaborative management of primary schools and their capacity in the use of information technology and MOOCs. This research study revealed that information technology fosters to use communication, interactions and exchanging knowledge in order to set mission and vision of the schools but they need to be improved through MOOCs to foster development and implementation in MOOCs.</div

Ibuprofen-Loaded Silver Nanoparticle-Doped PVA Gels: Green Synthesis, In Vitro Cytotoxicity, and Antibacterial Analyses

In contrast to conventional drug delivery systems, controlled drug release systems employ distinct methodologies. These systems facilitate the release of active substances in predetermined quantities and for specified durations. Polymer hydrogels have gained prominence in controlled drug delivery because of their unique swelling–shrinkage behavior and ability to regulate drug release. In this investigation, films with a hydrogel structure were crafted using polyvinyl alcohol, a biocompatible polymer, and silver nanoparticles. Following characterization, ibuprofen was loaded into the hydrogels to evaluate their drug release capacity. The particle sizes of silver nanoparticles synthesized using a green approach were determined. This study comprehensively examined the structural properties, morphological features, mechanical strength, and cumulative release patterns of the prepared films. In vitro cytotoxicity analysis was employed to assess the cell viability of drug-loaded hydrogel films, and their antibacterial effects were examined. The results indicated that hydrogel films containing 5% and 10% polyvinyl alcohol released 89% and 97% of the loaded drug, respectively, by day 14. The release kinetics fits the Korsmeyer–Peppas model. This study, which describes nanoparticle-enhanced polyvinyl alcohol hydrogel systems prepared through a cost-effective and environmentally friendly approach, is anticipated to contribute to the existing literature and serve as a foundational study for future research

Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic

This study aims to determine what had been done in distance learning applications to enable special education students to continue their education during the Covid-19 epidemic period and how students and their families could benefit from these applications. The research was prepared using a qualitative method and semi-structured interview questions were used to collect the data. In the research ten special education teachers affiliated to MNE (Ministry of National Education), the sample group was analyzed by using content analysis method. The research results   revealed that distance education and face to face education were not provided and family education is not given importance; special education teachers expressed both positive and negative opinions about distance education practices in primary education; there is not a sufficient distance education application for students with special needs and no IEP(Individual Education Program) applications in distance education for students with different developmental characteristics; the use of materials suitable for students' needs is inadequate.Este estudio tiene como objetivo determinar qué se había hecho en las aplicaciones de aprendizaje a distancia para permitir que los estudiantes de educación especial continúen su educación durante el período epidémico Covid-19 y cómo los estudiantes y sus familias podrían beneficiarse de estas aplicaciones. La investigación se preparó utilizando un método cualitativo y se utilizaron preguntas de entrevista semiestructuradas para recopilar los datos. En la investigación, diez maestros de educación especial afiliados a MNE (Ministerio de Educación Nacional), el grupo de muestra se analizó mediante el método de análisis de contenido. Los resultados de la investigación revelaron que la educación a distancia y la educación cara a cara no se impartían y que no se le da importancia a la educación familiar; los maestros de educación especial expresaron opiniones positivas y negativas sobre las prácticas de educación a distancia en educación primaria; no hay una aplicación de educación a distancia suficiente para estudiantes con necesidades especiales y no hay aplicaciones de IEP (Programa de Educación Individual) en educación a distancia para estudiantes con diferentes características de desarrollo. El uso de materiales adecuados para las necesidades de los estudiantes es inadecuado