A comparative analysis of Nurettin Topcu and Erol Gungor's opinions on moral leadership

In this research, the issue of moral leadership in education has been discussed in particular Nurettin Topcu and Erol Gungor. The main purpose of the research is to determine teacher qualifications in line with Topçu and Gungor's views on moral leadership, and to examine the place and importance of these qualifications for today's teachers to be moral leaders. The research consists of three parts: In the first part, the concept of moral leadership, in the second part, Topcu and Gungor's view of moral leadership, and in the third part, teacher qualifications as moral leaders for Topcu and Gungor are examined. During the study of the literature, a comprehensive domestic and international literature review was made and data were obtained by using all the works of Topcu and Gungor. Content analysis was used in the analysis of these data, and themes/titles and sub-themes were determined. In the study, Topcu and Gungor's views on moral leadership were analyzed with the "moral leadership conceptual framework". In this analysis; leadership, morality, education and culture-civilization themes/titles were determined. In the last title of the study, based on Topcu and Gungor's experiences in educational institutions, their lives in social life and their views on their works, "eight qualities of the teacher as a moral leader in education" were determined, respectively: To have professional ethics, to have merit, to respect scholars, to be moderate, to have patriotism, to be tolerant, to know the value of women in teaching and to reflecting the art to the profession. These eight elements were examined in depth and supported by scientific studies. It is thought that the thesis study will contribute to the science of religious education with these original aspects.