<?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%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Yi-Kai Lin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN</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%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">PDCA</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">system thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379127.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</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 aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">598-611</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%">Kamil Arif Kırkıç</style></author><author><style face="normal" font="default" size="100%">Türkan Demir Balcı</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORGANIZATIONAL COMMITMENT LEVELS OF PRESCHOOL TEACHERS AND ADMINISTRATORS' LEADERSHIP STYLES</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%">correlational survey</style></keyword><keyword><style  face="normal" font="default" size="100%">educational leadership</style></keyword><keyword><style  face="normal" font="default" size="100%">leadership style</style></keyword><keyword><style  face="normal" font="default" size="100%">organizational commitment</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1617434549.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</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%">The organizational commitment levels of preschool teachers are crucial to have an effective early childhood education. One of the most influential factors affecting organizational commitment is administrators' leadership style. This research explored the correlation between administrators' leadership styles and organizational commitment levels of preschool teachers. The correlational survey design was used as one of the quantitative research models in this study. Participants in the study were preschool teachers in Istanbul's Küçükçekmece district. The research was conducted during the 2017-2018 academic year. There are 237 teachers in the study sample. The 5-point Likert type Organizational Commitment Scale with 27 items and the Leadership Style Scale with 35 items were used to collect data. It was found that teachers generally identified with their organizations and internalized the organization’s values, while school administrators were perceived as using a transformational leadership style. The study found a statistically significant correlation between the leadership styles of administrators and the levels of organizational commitment of preschool teachers. In preschool institutions, teachers' institutional commitment is essential for the development of students. Therefore, administrators should be sensitive to their leadership styles to make the commitment levels of preschool teachers high. The research has limitations like being a local one, done in a relatively short time, and the participants were only teachers working in public schools. </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%">207-219</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%">Kamil Arif Kırkıç</style></author><author><style face="normal" font="default" size="100%">Büşra Demir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINATION OF PRE-SCHOOL STUDENTS’ SELF-REGULATION SKILLS</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%">preschool students</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulation</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulation skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607329898.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</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%">Children should have some essential characteristics to follow primary school education. Pre-schools prepare children for the first years of primary school by teaching them to attain the necessary skills. The main aim of this study was to explore the self-regulation skill levels of 4-6 age group students attending pre-school education institutions, according to various demographic variables. In this survey, a descriptive research method, one of the quantitative research methods, was used. The population is 10336 students who attend the public preschool education institutions in Küçükçekmece, İstanbul, and the sample consists of 203 students. The ‘Personal Information Form’ and the Development of the Self-Regulation Skills Scale for 4-6 Years Old Children (Teacher Form) were used in the research to collect data. One-way analysis of variance (ANOVA) and t-test were implemented to analyze the data. In terms of findings of the research, when teachers consider the self-regulation skills of 4-6 years old students as sub-dimensions, they stated that they had “mostly” obstructive control sub-dimension, “mostly” and “always” had sub-dimension of working memory. In general, it can be said that the children participating in the research mostly had self-regulation skills. Although significant differences existed between the self-regulation skills of preschool students in terms of gender, age, and class size, no significant difference was found according to whether the mothers working in a job or not.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">967-982</style></section></record></records></xml>