Communication problems between school administrators and teachers in Turkey and Kyrgyzstan: A mixed methods design

The aim of this research is to Decipher the communication problems between school administrators and teachers in Turkey and Kyrgyzstan and to make a comparison based on the two countries' samples. In our study, we chose the exploratory karma method as a holistic multi-state pattern. The study consists of three stages. This research aims to decipher the communication problems between school administrators and teachers in Turkey and Kyrgyzstan, and to make a comparison based on the two countries' samples. In our study, we chose the exploratory karma method as a holistic multi-state pattern. The study consists of three stages. In the first stage of the study, data were collected through semi-structured interviews, and qualitative data were the primary tool of the research. Because we tried to understand the problem in a hermeneutic way by focusing on the situation experienced. Thus, we tried to decipher the communication between the school administration and the teachers. In the next stage, a quantitative survey was developed based on the qualitative data and applied in the same school. In the next stage, the information collected by both qualitative and quantitative methods was brought together and analyzed. The next stage, a quantitative survey, was developed based on the qualitative data and applied in the same school. In the next stage, the information collected by both qualitative and quantitative methods was brought together and analyzed. We tried to reveal the relations of qualitative and quantitative data by comparing the data collected by different methods during the analysis. In the third stage, we deciphered the analysis of the data collected. It should be noted that the comments we make because of the data we have collected in Turkey and Kyrgyzstan are not generalized to the universe. In the last step of our research, we discussed both the quantitative and qualitative dimensions in terms of analytical generalization. The universe of the research was composed of principals, assistant principals and teachers working in primary, secondary and high schools located in the central province of Antalya in Turkey, and teachers working in primary, secondary and high schools in the province of Issykgol in Kyrgyzstan. He universe of the research was composed of principals, assistant principals and teachers working in primary, secondary and high schools located in the central province of Antalya in Turkey, and teachers working in primary, secondary and higher universe of the research was composed of principals, assistant principals and teachers working in primary, secondary and high schools located in the central province of Antalya in Turkey, and teachers working in primary, secondary and high schools in the province of Issykgol in Kyrgyzstan. The study group of the study consisted of 10 teachers from Turkey, who were selected by easily accessible Qualitative situation sampling, and 10 teachers from Kyrgyzstan, who were selected by accessible Qualitative situation sampling. 30 teachers in Turkey and 30 teachers in Kyrgyzstan participated in the quantitative sampling of the research. Additionally, quantitative data was collected in the same schools where qualitative data was collected. As a result, based on the analysis of the results of our both qualitative and quantitative research conducted in two countries on the communication problem between school management and teachers, we found that although the communication problems are the same in both Kyrgyzstan and Turkey, the approach of teachers to this problem is different a result, based on the analysis of the results of our both qualitative and quantitative research conducted in two countries on the communication problem between school management and teachers, we found that although the communication problems are the same in both Kyrgyzstan and Turkey, the approach of teachers to this problem is different. We can say that the biggest reasons for this are social and cultural differences, the educational system, and physical equipment. Based on our observations during the research, we found that working hours in Turkey are less than in Kyrgyzstan and that teachers are more relaxed and open to communication because they do not work overtime outside of their lessons' on our observations during the research, we found that working hours in Turkey are less than in Kyrgyzstan and that teachers are more relaxed and open to communication be.