Background/purpose. Teachers are supposed to exhibit high professional competence, knowledge, and abilities to improve educational quality. Although teachers may carry out their responsibilities with a high level of professionalism, teaching may become a stressful job. This study aims to investigate teachers' professional competence levels, professional resilience beliefs, and the relationship between these two constructs.

Materials/methods. This correlational study examined 467 primary, secondary, and high school teachers selected via convenience sampling from Dulkadiroğlu and Onikişubat districts in Kahramanmaraş. Data were gathered using a Personal Information Form, the Teachers' Professionalism Scale, and the Teachers' Professional Resilience Belief Levels Scale. Data were analyzed in SPSS 28.0 and JASP using descriptive statistics (frequency, mean, standard deviation), Pearson correlation, and regression analysis to determine whether professionalism predicts resilience beliefs.

Results. The results indicated that teachers possess high levels of professional expertise and resilience. A significant, strong positive correlation was found between teachers' professional expertise and their beliefs about professional resilience.

Conclusion. This research highlights that teachers' levels of professional expertise are a significant indicator of their beliefs regarding professional resilience.  This situation underscores that, in order to enhance teachers' professional resilience, their professional expertise must first be nurtured.

Background/purpose. The purpose of this study is to examine the extent to which karate coaches’ professional attitudes are predicted by sociodemographic, professional, and educational characteristics, as well as by their coaching self-efficacy.

Materials/methods. The study, conducted using a cross-sectional correlational research design, included 99 karate coaches affiliated with the Turkish Karate Federation. Data were collected using the Attitudes Toward Coaching Scale, the Coach Self-Efficacy Scale, and a personal information form. A three-stage hierarchical multiple linear regression analysis was used to analyze the data. In the first stage, sociodemographic characteristics were included in the model; in the second stage, occupational and educational characteristics; and in the third stage, coaching self-efficacy.

Results. The findings showed that sociodemographic characteristics did not significantly predict professional attitude (R² = .015, p = .691).  The increase in explained variance resulting from the addition of professional and educational characteristics to the model was also not significant (ΔR² = .035, p = .512).  In contrast, the inclusion of coaching self-efficacy resulted in a significant increase in explained variance (ΔR² = .498, p < .001), and the final model explained 54.7% of the variance in professional attitude (R² = .547). In the final model, coaching self-efficacy (B = 0.711, p < .001) and the number of weekly training days (B = 0.048, p = .005) significantly predicted professional attitude in a positive direction, while professional experience (B = −0.008, p = .022) predicted it in a negative direction.

Background/purpose. The study aims to develop a structural equation model to test the relationships among transformational leadership (TL), digital competence (DTC), and organizational resilience (OR). Furthermore, the inquiry examines the mediating effect of digital competence in the relationship between transformational leadership and organizational resilience.

Materials/Methods. The study employed a quantitative research approach in its data collection and analysis, incorporating a correlational survey model to develop a structural model examining the mediating effect of DTC between TL and OR. This study included 1163 participants selected via random stratified sampling. The data were collected using a personal information form and three scales: OR, TL, and DTC. The R program was used to analyze the SEM model.

Results. The main findings indicate that TL of school principals has a significant, strong direct effect on OR. Furthermore, DTC has a significant mediating role in the relationship between school principals' TL and OR.

Originality/Value. There are few research studies that have examined the research variables. It is the first study to develop an SEM model so far. Theoretical contributions, practical implications, and future research directions have all been reported.

Background/purpose. Heavy workloads and the emotional demands of teaching can lead to burnout and, as has been discussed more recently, to quiet quitting. This study examined how teachers perceive burnout and quiet quitting and how they relate these experiences to their motivation to learn.

Materials/methods. A basic qualitative design was used. The participants were 31 teachers working in Bartın and Zonguldak, Türkiye, selected through maximum variation sampling. Data were collected with a semi-structured interview form and analyzed through content analysis.

Results. Teachers described lifelong learning in terms of adapting to change, development, responsibility, and discovery. They saw quiet quitting not as leaving the profession but as doing only required duties, avoiding extra work, reluctance, and withdrawal. Its triggers were grouped as system-, management-, student-, parent-, and individual-related, with lack of appreciation, exclusion from decision-making, and administrative pressure standing out. Some teachers said burnout and quiet quitting dulled their curiosity to learn, while others said burnout made them notice their own development needs. Most believed that learning something new raises motivation and self-confidence, though some doubted it could resolve burnout on its own.

Conclusion. Teachers' learning motivation should be supported not only through individual effort but also through administrative support, a fair distribution of work, and a positive school climate.