Relationship between organizational mobbing and silence behavior among teachers

Hüsrevşahi S.P.

Article | 2015 | Kuram ve Uygulamada Egitim Bilimleri15 ( 5 ) , pp.1179 - 1188

This study mainly aims to investigate the correlation between teachers’ exposure to mobbing in their workplaces and their display of the act of silence. This study is based on a survey design where data from 312 teachers were collected and analyzed using correlation and regression analyses. Specifically, “The Structure and Dimensions of Workplace Violence Scale (SDWVS)” was used to measure the teachers’ exposure to mobbing, and the “Workers Silence Behavior Scale (WSBS)” was used to determine the workers’ level of silence. The findings of the research show that teachers are exposed to Mobbing Against Communication (MAC) and display . . .the Silence Based on Self- Production and Fear (SBSF) behavior the most. There were significant correlations between all sub-dimensions of the mobbing scale and those of the silence scale. There is a significant, positive relationship between the behaviors of mobbing and silence. Teachers’ silence behaviors may change depending on the type of mobbing. According to the study results, it is worth noting that “ mobbing experiences can predict silence behavior. © 2015 EDAM Daha fazlası Daha az

Training process cycles for special education teachers and university supervisors: A Turkish context [Özel egitim alani{dotless}nda uygulama ögretim elemani{dotless} yetiştirme süreci]

Vuran S. | Ergenekon Y. | Ünlü E.

Article | 2014 | Kuram ve Uygulamada Egitim Bilimleri14 ( 1 ) , pp.282 - 295

In special education teacher training programs, the teaching practicum's role is both wide and extensive. Since, during this process, providing qualitative and satisfactory consulting services to supervisors is crucial, it is very important that university supervisors be experienced and have obtained proficiency in the field of consultation. However, for the program which the university study is currently implementing, no study has yet been made systematically reporting the teacher training process in Turkey. As such, this present study has aimed to reveal the training process cycle for university supervisors and to describe teachin . . .g practicum applications. In this study, there were two groups of participants, one of them direct participants, and the other indirect participants. Data were collected via voice and video records, field notes, and university supervisor candidate's diaries. At the end of the data analysis, researchers delineated four basic themes, being (1) the process of practicum, (2) the skills which a potential university supervisor should have, and (3) the weekly working schedule, roles and responsibilities, and components of the practicum cycle. The subthemes of the practicum meetings, reading folders, and observations, which made up the components of the practicum cycle, were focused on. Consequently, it was observed that the practicum process provided multi-dimensional learning and teaching opportunities for university supervisors, potential supervisors, and pre-service teachers. © 2014 Educational Consultancy and Research Center Daha fazlası Daha az

How differences among data collectors are reflected in the reliability and validity of data collected by Likert-type scales?

Köksal M.S. | Ertekİn P. | Çolakoğlu Ö.M.

Article | 2014 | Kuram ve Uygulamada Egitim Bilimleri14 ( 6 ) , pp.2206 - 2212

The purpose of this study is to investigate association of data collectors’ differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the “Motivation toward Science Learning Scale” and “Science Attitude Scale.” Data collection applications were conducted in four stages, two of which were accomplished four week . . .s apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach’s alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers. © 2014 Educational Consultancy and Research Center Daha fazlası Daha az

Investigation of relationship between sources of self-efficacy beliefs of secondary school students and some variables

Arslan A.

Article | 2013 | Kuram ve Uygulamada Egitim Bilimleri13 ( 4 ) , pp.1983 - 1993

The purpose of this study was to investigate the relationship between students' opinions about the sources of self-efficacy belief and their gender, academic achievement, the grade level, Socio-Economic Status (SES), and learning style. The study was conducted on 984 secondary school students in the fall semester of the 2011-2012 academic year. The data were collected by the scale of determining sources of self-efficacy belief, the scale of learning styles, the scale of self-efficacy belief related learning and performance which is subscale of MSLQ and personel information form. The results of the study indicated that there were sig . . .nificant relationships between students' opinions about sources of self-efficacy related learning and performance and their gender, academic achievement, SES, the grade level, and learning style. © 2013 Educational Consultancy and Research Center Daha fazlası Daha az

The place of learning quantum theory in physics teacher education: Motivational elements arising from the context

Körhasan N.D.

Article | 2015 | Kuram ve Uygulamada Egitim Bilimleri15 ( 4 ) , pp.1087 - 1101

Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about student learning are just as important as cognitive issues. The purpose of this study was to investigate pre-service physics teachers’ motivation towards learning quantum theory by examining motivational constructs such as expectancies, values, ability beliefs, and goals. The participants . . .(n = 6) of this case study were fourth-year pre-service physics teachers at a state university in Turkey. Through semi-structured interviews, the participants were asked seventeen questions that focused on motivational constructs. Analysis of the qualitative data indicated that the instructor, nature of the content, and previous performance were three motivational elements that originated in the context of the quantum mechanics course. Furthermore, these context-dependent elements interacted with the other elements of motivational constructs in both direct and indirect ways. Because unsuccessful learning situations are explained by low motivation, context-dependent affective elements and their interactions should be considered in the teaching and learning of quantum theory. © 2015 EDAM Daha fazlası Daha az

A comparison of preschool and first grade teachers' views about school readiness

Şahin I.T. | Sak R. | Tuncer N.

Article | 2013 | Kuram ve Uygulamada Egitim Bilimleri13 ( 3 ) , pp.1708 - 1713

School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitativ . . .e analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness. © 2013 Educational Consultancy and Research Center Daha fazlası Daha az

6698 sayılı Kişisel Verilerin Korunması Kanunu kapsamında yükümlülüklerimiz ve çerez politikamız hakkında bilgi sahibi olmak için alttaki bağlantıyı kullanabilirsiniz.

Bu site altında yer alan tüm kaynaklar Creative Commons Alıntı-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.