Ayşe Şahin

Purpose: This study aims to explore the professional development needs of rural teachers to identify targeted strategies that can enhance their professional growth and effectiveness. Methodology: This qualitative study involved 31 rural teachers, utilizing semi-structured interviews to gather data. Interviews were audio-recorded, transcribed, and analyzed using NVivo software to ensure thematic accuracy and depth. Theoretical saturation was achieved to ensure comprehensive coverage of the topics discussed. The study's approach was grounded in qualitative methodologies, with an emphasis on capturing the lived experiences and insights of the participants. Findings: Four main themes were identified: Access to Resources, Professional Growth, Challenges and Barriers, and Suggested Improvements. Access to Resources highlighted issues like unreliable internet and inadequate professional materials. Professional Growth focused on the importance of collaborative learning and skill development. Challenges and Barriers included financial and geographic constraints, while Suggested Improvements called for policy reforms, infrastructure development, and community engagement to support rural teachers. Conclusion: The study highlights the complex challenges rural teachers face in accessing and benefiting from professional development opportunities. It suggests that tailored interventions are necessary to address these unique needs effectively. By focusing on specific improvements such as enhanced infrastructure, policy support, and community involvement, stakeholders can significantly impact the professional lives of rural teachers.

This study aimed to explore the relationships between moral reasoning, fear of negative evaluation, and social competence in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). By examining these variables, the study sought to identify key predictors of moral reasoning in this population. A cross-sectional design was employed, involving 364 participants with ADHD, recruited from clinical settings. Participants completed self-report measures, including the Defining Issues Test (DIT) for moral reasoning, the Fear of Negative Evaluation Scale (FNE), and the Social Skills Rating System (SSRS) for social competence. Data analysis was conducted using SPSS-27, with Pearson correlation and multiple linear regression analyses to examine the relationships between the variables. Descriptive statistics revealed mean scores of 38.47 (SD = 7.53) for moral reasoning, 49.28 (SD = 10.34) for fear of negative evaluation, and 75.82 (SD = 12.45) for social competence. Pearson correlation showed a significant negative relationship between fear of negative evaluation and moral reasoning (r = -.42, p < .001), and a significant positive relationship between social competence and moral reasoning (r = .38, p < .001). Multiple linear regression analysis indicated that fear of negative evaluation and social competence together accounted for 34% of the variance in moral reasoning (R² = .34, p < .001). The findings suggest that both fear of negative evaluation and social competence are significant predictors of moral reasoning in individuals with ADHD. Enhancing social skills and reducing social anxiety may positively impact moral reasoning. These insights underscore the importance of targeted interventions to support the social and moral development of individuals with ADHD.