Öğretmen adaylarının duygusal zekâ düzeyleri ve etik muhakeme yetenekleri

Problem: The term emotional intelligence attracts the interest of the researchers and practices are from the management filed due to its' contributions to performance, job satisfaction, organizational participation and leadership, increasingly in 21st century. The studies in Turkey mainly focused on the effect of emotional intelligence on work life and performance of the employees (Titrek, 2000). Another issue which also gets attention in management field are the moral values which constitutes an important part of the organizational culture (Çelik, 2000, cited in Kahraman, 2003) and the moral leadership (Bleijerveld, 2001).When the teacher candidates considered as being a moral leaders as well as instructional leaders, it is important to investigate their emotional intelligence with regard to their ethical reasoning ability. In literature, these two concepts were studied mainly in private organizations. In addition to this, there are very few studies in educational organizations.Purpose of the Study: Purpose of this study was to investigate the ethical reasoning abilities of the teacher candidates with relation to their genders, ages, departments and the size of the city they have grown by controlling their emotional intelligence.Method: For data collection, a questionnaire consists of three parts was used. In first part, there were question for gathering information on demographic characteristics of participants. In the second part there was a measure for understanding the emotional intelligence levels of the participants and in the third part there another measure understanding the ethical reasoning abilities of the participants. Questionnaires were administered to the 250 randomly selected teacher candidates, who were continuing to their education in Mehmet Akif Ersoy University, just at the beginning of the spring term in 2006-2007 academic year.  Eight of the questionnaires were removed from the study by researchers since many of the items were not marked or some of items were marked twice. Because of this reason, 242 of the questionnaire were included in data analysis procedure. Frequencies (f), percentages (%), correlations (r) and ANCOVA analyses were conducted by using SPSS 11.5.Results and Recommendations: Results of this study yielded that there is small relation between emotional intelligence and ethical reasoning abilities of the participants. In addition, gender, age, department and the city size that participants have grown do not have a significant effect on the relationship between ethical reasoning ability and emotional intelligence. In this study emotional intelligence was handled as a unique concept, a further research may handle examine sub-dimensions of the emotional intelligence with regard to ethical reasoning ability. At the same time ethical reasoning ability tried to be measured by a Likert type questionnaire in this study, however an open ended measure can be used for measuring this factor with an aim to let the participants express themselves better. For this reason, structured and/or semi structured interviews techniques which can be conducted by an expert interviewer may lead a more reliable results.Bu çalışmada öğretmen adaylarının duygusal zekâ düzeyleri ve etik muhakeme yetenekleri arasında bir ilişki olup olmadığı araştırılmıştır. Araştırmaya 242 kişi katılmıştır. Araştırmaya katılanların yaklaşık % 60'ı kız, % 40'ı ise erkek öğretmen adaylarından oluşmaktadır.  Araştırmada veriler alan yazın taraması ve anket uygulaması ile toplanmıştır. Anket demografik bilgiler, etik muhakeme yeteneği ve duygusal zeka  olmak üzere üç bölümden oluşmaktadır. Öğretmen adaylarının etik muhakeme yeteneklerinin değerlendirilmesinde  Richmond (2001)'ın,  "Ethical Reasoning, Machiavellian Behavior, and Gender:The Impact on Accounting Students' Ethical Decision Making"  adlı anket Türkçe'ye çevrilmiş ve uyarlanmıştır.  Duygusal Zekâ Ölçeği de araştırmacı tarafından geliştirilmiştir. Anket ile toplanan verilerin frekans, yüzde, korelasyon ve ANCOVA analizleri, SPSS 11.5 paket programında yapılmıştır.   Bu araştırmada elde edilen bulgulara göre öğretmen adaylarının duygusal zekâları ve etik muhakeme yetenekleri arasında gözlemlenen demografik bilgilere göre anlamlı farlılıklar oluşturmadığı tespit edilmiştir. Duygusal zekâ ile etik muhakeme arasında ise düşük düzeyde bir ilişki olduğu saptanmıştır

Relationship between teachers’ perceptions of organizational democracy and organizational happiness

Bu araştırmanın amacı öğretmenlerin örgütsel demokrasi algıları ile örgütsel mutluluk algıları arasındaki ilişkiyi incelemektir. Araştırma nicel araştırma yöntemlerinden biri olan ilişkisel araştırma desenindedir. Araştırmada amaçlı örnekleme yöntemlerinden maksimum çeşitleme örneklemesi kullanılmıştır. Araştırmanın örneklemini farklı kademelerde görev yapan, araştırmaya katılmaya gönüllü 182 öğretmen oluşturmaktadır. Araştırma verileri “Örgütsel Demokrasi Ölçeği” ve “Örgütsel Mutluluk Ölçeği” ile toplanmıştır. Ölçeklerin geçerliliğini kontrol etmek için DFA uygulandıktan sonra verilerin analizi için betimsel istatistikler ve ANOVA kullanılmıştır. Araştırmada örgütsel demokrasi ve örgütsel mutluluk arasındaki ilişki ortaya konmuş ve bunun yanında öğretmenlerin örgütsel demokrasi ve örgütsel mutluluk algıları cinsiyet, yaş ve görev yapılan kademe değişkenleri açısından incelenmiştir Araştırma sonuçlarına göre, örgütsel demokrasi ve örgütsel mutluluk arasında yüksek düzeyde ilişki bulunmaktadır. Araştırmanın diğer sonucuna göre öğretmenlerin örgütsel demokrasi algılarının cinsiyet, yaş ve görev yapılan kademe değişkenlerine göre anlamlı düzeyde farklılaşmamaktadır. Ayrıca öğretmenlerin örgütsel mutluluk algıları cinsiyete ve görev yaptıkları kademeye göre anlamlı düzeyde farklılaşmamakta ancak yaş değişkenine göre anlamlı olarak farklılaşmaktadır. 22-34 yaş aralığındaki öğretmenler, 35-47 yaş aralığındaki öğretmenlere göre daha yüksek örgütsel mutluluk algılarına sahiptir.The aim of this study is to examine the relationship between teachers' perceptions of organizational democracy and organizational happiness. Correlational research design is followed. Maximum variation sampling, one of the purposeful sampling methods, was used in the study. The sample of the study consists of 182 teachers who work at different levels and are willing to participate in the study. Research data were collected by "Organizational Democracy Scale" and "Organizational Happiness Scale". After checking for the validity of the scales by CFA analyses, descriptive statistics and ANOVA were used for the analysis of the data. Results indicated significant relationship between organizational democracy and organizational happiness. According to the results of the research, no significant change was found for teachers' perceptions of organizational democracy with regard to gender, age and the level teachers serve. In addition, no significant change was found for teachers' perceptions of organizational happiness with regard to gender and the level teachers serve, but their perceptions differ significantly according to the age variable. Teachers in the age range of 22-34 have higher perceptions of organizational happiness than teachers in the 35-47 age range

The Relationship between Assertiveness Self-Esteem and Social Anxiety of Adolescent

People get in social contact with each other all the time while satisfying their needs. Social anxiety, which is an important psychological barrier in social relations, by its simplest definition is having problem in social relations by the fear of experiencing negative evaluation of others. Social anxiety can be seen among adolescents more frequently because of the characteristics of the developmental period. At this period, assertive adolescents can express themselves better when compared by their shy counterparts. In this study, it was aimed to explain if adolescents’ self-esteem, and assertiveness are the significant predictors of the social anxiety. Study group consists of 229 female (62%) and 140 male (38%) adolescents, in total 369 adolescents having secondary school education. Data was gathered by Social Anxiety Inventory for Adolescents, Assertiveness Inventory and Coopersmith Self-esteem Inventory. Criterion variable of the study is determined as social anxiety and predictor variables are determined as assertiveness and self-esteem. Data was analyzed by Pearson product moment correlation and linear regression methods. Assertiveness and self-esteem predicts the 42 per cent of the variance on social anxiety of the adolescents. Results indicate that shyness is a significant positive predictor of social anxiety while self-esteem is a significant negative predictor of social anxiety. However, it is found that assertiveness is not a significant predictor of social anxiety.Bireyler ihtiyaçlarını karşılarken sürekli iletişim ve etkileşim halindedir. Sağlıklı sosyal ilişkiler oluşturmanın önünde ciddi bir engel olan sosyal kaygı ise en basit şekilde bireyin olumsuz değerlendirilme korkusundan dolayı toplumsal ilişkilerinde sıkıntı yaşamasıdır. Sosyal kaygı özellikle ergenlik döneminin özelliklerinden dolayı ergenler arasında daha yaygın olabilmektedir. Güvengen ergenler kendilerini daha rahat ifade edebilirken çekingen olan ergenler kendilerini ifade edebilme konusunda sıkıntı yaşayabilmektedirler. Bu çalışmanın amacı ergenlerin sosyal kaygı düzeyleri ile güvengenlik ve öz-saygıları arasındaki ilişkiyi incelemektir. Araştırmanın çalışma grubunu yaşları 14 ile 18 arasında değişen 229 kadın (%62) ve 140 erkek (%38) olmak üzere toplam 369 lise öğrencisi oluşturmaktadır. Araştırmanın verileri Ergenler için Sosyal Kaygı Ölçeği, Kendini Belirleme (Güvengenlik) Ölçeği ve Coopersmith Öz-Saygı Envanteri ile elde edilmiştir. Araştırmanın yordanan değişkeni sosyal kaygı ve yordayan değişkenleri güvengenlik ve öz-saygı olarak belirlenmiştir. Elde edilen verilerin analizi için Pearson Momentler Çarpımı Korelasyon tekniği ve çoklu doğrusal regresyon analizi kullanılmıştır. Güvengenlik ve öz-saygı ergenlerin sosyal kaygılarının toplam varyansının %42’ini açıklamaktadır. Araştırma sonuçları incelendiğinde çekingenliğin ergenlerin sosyal kaygı düzeylerini pozitif yönde anlamlı düzeyde yordadığı ve öz-saygının ise ergenlerin sosyal kaygı düzeylerini negatif düzeyde anlamlı olarak yordadığı bulunmuştur. Bununla birlikte güvengenlik ergenlerin sosyal kaygılarını anlamlı düzeyde yordamamaktadı

Öğretmenlerin kendi ahlaki kararlarına aykırı davranmaya açıklıkları.

The purpose of this study was to understand if teachers in Turkish public school violate their ethical decisions for the sake of stakeholders; namely, students, colleagues, parents and managers. Additionally, the impact of the demographic variables, gender, years of employment, and the level of the organization was investigated after controlling for the effect of the personal moral philosophy orientations. A pilot study with 176 teachers from all level of the public schools was conducted to understand the validity and reliability of the Ethics Position Questionnaire (EPQ) scale (Forsyth, 1980) and Openness to Violation of Ethical Decisions scale (OVED). After removing eight items of EPQ scale, exploratory and confirmatory factor analyses revealed satisfactory results for reliability and validity of the scale. After conducting exploratory factor analysis for OVED scale in the pilot study, partial least squares-structural equation modelling (PLS-SEM) was used for the evaluation of the OVED scale. Both of the results supported the validity and reliability for OVED scale for further analysis. The main study was designed as causal-comparative study, and the participants were comprised of 540 teachers from 111 public schools from nine different districts of Ankara Turkey. Yet, 508 of the completed inventories were suitable for the analysis. In order to collect the data, an inventory consisting of two scales plus a section consisting of questions for gathering demographic information from the teachers were used. The first scale, the openness to violation of ethical decisions for the sake of the stakeholders scale (OVED) was developed for this study. The second scale, Ethics Position Questionnaire (EPQ), which was developed by Forsyth (1980) and was translated into Turkish by Marta, Singhapakdi, Lee, Burnaz, Topcu, Atakan, and Ozkaracalar (2012) for measuring the teachers’ idealism and relativism levels. Both descriptive and inferential statistics techniques were used for the data analysis. Exploratory factor analysis and confirmatory factor analysis were used for EPQ. For the OVED scale exploratory factor analysis and PLS-SEM were conducted. IBM SPSS Statistics 22 was used for descriptive and inferential statistics techniques and for exploratory factor analysis. For confirmatory factor analysis of EPQ, AMOS 18 was used. Finally, for the OVED scale measurement model evaluation SMART PLS 2.0 was used. Results of main study revealed that teachers may violate their own ethical decision for the sake of the stakeholders, both in morally high and low intense conditions. After controlling for the impact of ethical positions, no significant change was found for the OVED scale scores with regard to gender, years of employment, and level of the organizations. However, idealism and relativism levels of teachers showed significant effect on teachers’ openness to violation of their ethical decisions. These findings suggest that in rare conditions, teachers may perform something unethical for the stakeholders even if they feel that the act in question involves high degree of moral intensity. It is advisable for decision makers in educational system to be aware that teachers may behave very differently than what they actually believe right.Ph.D. - Doctoral Progra

Development and Validation of Openness to Violation of Ethical Decisions Scale

Bu çalışmanın amacı, öğretmenlerin kendi ahlaki değerlerinden vazgeçmelerinde okulun temel paydaşları olan iş arkadaşları, öğrenciler, yöneticiler ve velilerin ne derecede etkili olduklarını ölçmeye yönelik Ahlaki Kararlara Aykırı Davranmaya Açıklık (AKADA) ölçeğinin geliştirilmesidir. Bu amaca yönelik olarak sırasıyla alanyazın taraması gerçekleştirilmiş, elde edilen bulgular doğrultusunda ölçek maddeleri hazırlanmış, uzman görüşü ve öğretmen düşünceleri alınmıştır. Bu aşamalardan sonra elde edilen iki düzeyli (yüksek ve düşük ahlaki yoğunluklu) ölçek formu 176 öğretmenin katılımıyla pilot uygulamaya tabi tutulmuştur. Düşük ve yüksek ahlaki yoğunluklu maddelerin ayrı ayrı açıklayıcı faktör analizi sonuçları incelendiğinde ölçeğin her iki düzeyde de dörder faktörden oluştuğu sonucuna varılmıştır. Ölçeğin her iki kısmında da toplam varyansın yüzde yetmişten fazlasının açıklandığı görülmüştür. Ölçeğin ölçüm modeli değerlendirmesi ve güvenirlik testleri ise 508 öğretmenin katıldığı asıl çalışmada kontrol edilmiştir. Ölçüm modeli değerlendirmesi, veriler normal dağılım göstermediği için “Kısmi En Düşük Kareler Yöntemi” ile yapısal eşitlik modellemesi ile test edilmiştir. Ölçeğin iç tutarlılık düzeyi Cronbach’ α değeri kontrol edildiğinde tüm boyutlarda .88 ve üzerinde olduğu, kompozit güvenirlik değerlerine bakıldığında ise yine .90 değerinin üzerinde olduğu görülmüş ve ölçeğin yeterli güvenirlik düzeyine sahip olduğu kanaatine varılmıştır. Bununla birlikte Kısmi En Düşük Kareler Yöntemi ile test edilen uyuşum geçerliliği ve ayırt edici geçerliliği test sonuçları kontrol edilmiş ve ölçeğin yüksek geçerlik değerlerine sahip olduğu sonucuna varılmıştır.The purpose of this study was to develop and validate the Openness to Violation of Ethical Decision (OVED) scale, which measures teachers’ openness to violation of their own ethical decision under the influence of key constituencies at the school including students, managers, colleagues and parents. In the development process, reviewing the related literature, gathering expert opinions, conducting interviews with teachers were respectively followed in the respective order. The resulting two level (high and low moral intensity conditions) scale form was subjected to a pilot study with 176 teachers. Two separate exploratory factor analyses (EFA) on low and high moral intensity dimensions of the scale suggested a robust four factor solutions explaining more than70 percent of the variance on both parts. In order to verify the four factor solution, a second study with 508 teachers was conducted. Because of violating the normality assumption, Partial Least Square-Structural Equation Modeling (PLS-SEM) was conducted. At first, the reliability of the scale was checked by Cronbach’s alpha and Composite Reliability values. Cronbach’s alpha values were higher than .88 and Composite Reliability values were all higher than .90 for each of the four factors, indicating high reliability. Finally, the results of PLS-SEM values on convergent and discriminant validity revealed high levels of convergent validity and discriminant validity scores for both parts of the scale, which affirmed the validity of the scale

Social justice leadership practices in schools: Meaning, practices and challenges in cases from Turkey

The search for a just society can be rooted to earlier discourse. It has been a “hot issue” in both Western and Eastern traditions. Many thinkers/philosophers have theorized about justice to meet the necessities of a just society. As Mansfield (2013) defines Social Justice’ (SJ) is the responsibility of a society and its organizations to promote welfare for every members of the society. SJ has been on the agendas of educational researchers (Arar, 2015). In this sense, increased use of the terms ‘equity’ and ‘SJ’ in educational research reflects the aspiration to implement the belief that ‘all children can learn’ in the mission and vision statements of many schools and the idea that they should have access to socially just learning opportunities (Arar, Beycioglu & Oplatka, 2017; Slater, Potter, Torres & Briceno, 2014). Research has revealed that SJ is culturally constructed and it is contributive to learn about leadership for SJ practices in different contexts (Beycioglu & Kondakçı, 2017; Berkovich, 2014; King & Robinson, 2017). Research also shows that schools and school leaders are significant in creating a just society (Oplatka & Arar, 2015), and that school leaders’ ability to introduce educational equality improves access and produces superior educational achievements (Arar, Beycioglu & Oplatka, 2017) Thus, the current study presents the work conducted under the International School Leadership Development Network (ISLDN) project, a collaboration jointly sponsored by UCEA and the British Educational Leadership, Management, and Administration Society (BELMAS). This paper from Turkey aims to examine socially just leader practices through the country’s context. In this study we aim to describe a brief sense of SJ leadership and the extent of which social justice (SJ) leadership is practiced by principals in Turkish context when facing challenging circumstances and working to advocate for marginalized/disadvantageous children. In accordance with the aim of the study, we seek to understand; (1) How do Turkish school leaders make sense of SJ? (2) What do Turkish principals do to meet the needs of marginalized students in their schools? (3) What factors facilitate or hinder the work of school principals in meeting the needs of marginalized students? It is assumed that this study may contribute to the understanding of SJ leadership and its practices in Turkish context and contribute to the literature abroad