Eğitim Bilimleri Fakültemiz, kuram ve uygulamaların öğretildiği bir yer olmanın ötesinde, fikirlerin yeşerdiği, yeteneklerin geliştiği ve ömür boyu süren arkadaşlıkların kurulduğu dinamik ve çeşitlilik gösteren bir topluluktur.
This study investigates teachers' perceptions about the presence of meaning, innovative behavior, burnout, openness toward organizational change, and principals' ethical leadership, focusing on their implications for 21st-century skills teaching. The research aims to determine if these factors individually or collectively influence teachers' readiness and capability to impart 21st-century skills in the class. Employing a quantitative, cross-sectional survey design, the study gathered data from 799 teachers who completed surveys in Şanlıurfa/ Türkiye during the academic year 2022-2023. Results indicate significant relationships among all constructs in the study, from the presence of meaning to 21st-century skills teaching. Specifically, while teachers' perceptions of meaning and burnout are negatively correlated, innovative behavior, openness toward organizational change, and 21st-century skills teaching are positively correlated. The multiple regression analysis reveals that innovative behavior, openness toward organizational change, and perceived ethical leadership significantly predict 21st-century skills teaching while the presence of meaning and burnout do not contribute to the model significantly. Further explanations and suggestions are provided at the end of the paper