THE INVESTIGATION OF THE RELATIONSHIP BETWEEN SECONDARY SCHOOL TEACHERS’ SELF EFFICACY BELIEFS AND ATTITUDE TOWARDS TEACHING

The aim of this research is to determine the relationship between secondary school teachers' self-efficacy perceptions and their attitudes towards the profession. The research was carried out by using relational screening model among descriptive survey models. The target population of the study consists of teachers who work in the secondary schools in Kahramanmaraş province of Turkey in the education year of 2015-2016. The sample of the research consists of 384 teachers working in 15 secondary schools in the central districts of Dulkadiroğlu and Onikişubat. In the scope of the research, in order to determine the professional self-efficacy perceptions of secondary school teachers, the "Teacher Self-efficacy Scale" which was developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005); to measure their attitudes towards the profession, the "Teacher Attitude Scale" which was developed by Döş and Atalmış (2016); and to determine the personal characteristics of the participants, the "Personal Information Form" which was developed by the researcher are used. The statistical analysis of the data was implemented with SPSS 21.0 program. According to the results of the research, it was seen that the professional self-efficacy perceptions of the secondary school teachers were "quite adequate" and their professional attitudes were at the level of "totally agree". Finally, it is observed that secondary school teachers' perceptions of professional self-efficacy and attitudes are related at the medium level and positively; meaning that self-efficacy perceptions significantly and meaningfully predicted their professional attitude levels.  Article visualizations

Analysis of Mathematics Teachers’ Self-Efficacy Levels Concerning the Teaching Process

The purpose of this study is to identify mathematics teachers’ opinions on the teaching process self-efficacy levels; and to examine mathematics teachers’ teaching process self-efficacy beliefs with regards to specific variables. The study was conducted in Turkey during the second term of the 2015-2016 academic year. The study sample consisted of 328 mathematics teachers working in secondary and high schools. The “scale for teacher self-efficacy on the teaching process” developed by Korkmaz and Ünsal (2015) was used as the data collection instrument for the study. The scale consists of 23 items and four dimensions. These dimensions are  individual difference, planning, method and technique diversity and use of various activities. Arithmetic mean (  ), independent samples t-test and one-way variance analysis were conducted in analyzing the data. In addition, the Lsd test was conducted in cases where a difference was detected in the anova test so as to identify between which groups the difference occurred. According to the study results, it was observed that mathematics teachers stated opinions on having high self-efficacy beliefs concerning the teaching process, that these opinions differed based on the gender, year of service, level of school of profession variables and that these opinions did not differ based on the type of school of graduation, educational background and type of school variables. The results were compared with other study results and were discussed. Suggestions were made based on the results in the final section of the study. Keywords: self-efficacy, teacher self-efficacy belief, teaching process

ANALYSING NATIONAL DEVELOPMENT PLANS IN TURKEY REGARDING TEACHER TRAINING AND EMPLOYMENT

This research is motivated to investigate five-year national development plans (NPDs) prepared in Turkey between 1963 and 2013 with regard to teacher training and employment. The data were elicited from the plans in concern, and qualitatively analysed through content analysis. The preliminary findings demonstrated that the related decisions were made with a focus on three purposes: (i) to meet teacher shortage, (ii) to reduce the number of students per teacher, and (iii) to balance distribution of teachers nationwide. The reasons why most of them could not be successfully implemented might be listed as political instability, decisions taken without sufficient preparation, and inadequacy of efforts to implement NDPs. Even though certain decisions were taken considering teacher qualifications and competencies into account, quantitative concerns caused procrastination in their implementation. The study concludes with some practical implications for decision makers on the preparation and implementation of NDPs with respect to teacher training and employment. 

Teachers’ views on professional image and influential factorsÖğretmenlerin mesleki imajlarina ilişkin görüşleri ve mesleki imaja etki eden faktörler

Nowadays, it is essential for teachers to renew themselves, change and continually pursue excellence. Thus, the core purpose of this study was to determine public and private school teachers’ views on professional image and influential factors. Within this framework, the overall objective of this study was to reveal teachers’ views on professional image, factors influencing this image, teaching profession status, profession dignity, teacher qualification and personal image. The study was based on a qualitative research design. In order to reveal different dimensions of the problem and give voice to different views, the research group was formed by 25 participants on the basis of maximum variation sampling. A semi-structured interview was conducted in the study. The data obtained from interviews were analyzed with descriptive analysis in accordance with semi-structured interview technique. The responses given by participants to each of the questions in interviews were analyzed and grouped in terms of similar and different characteristics. The views obtained from participants are presented in frequency (f) and percentage (%) on related tables, and their explanatory and indicative views were directly included into the findings. Teacher views based on factors influencing professional image were identified under the sub-theme of political figures as teachers are neglected by the government, and their profession is under-valued. On the other hand, the value and roles appointed to teachers by the Ministry, inconsistencies in education policies, ignorance of teacher views in studies, and forcing teachers into a passive position by over-vindication of students and parents are under the sub-theme of Ministry of National Education (MNE). From the interviews, the participants found teacher qualifications inadequate and considered the status as well as the prestige of the teaching profession to be low. ÖzetBu çalışmanın amacı: sürekli yenilenmenin, değişimin ve mükemmeli arayışın söz konusu olduğu günümüzde, kamu okullarında ve özel okullarda görev yapan öğretmenlerin mesleki imajlarına ilişkin görüşlerini belirlemek ve mesleki imaja etki eden faktörlerin neler olduğunu tespit etmektir. Bu genel amaç çerçevesinde öğretmenlerin mesleki imaj, mesleki imaja etki eden faktörler, mesleğin statüsü, mesleğin saygınlığı ve öğretmenlerin kişisel imaj hakkındaki görüşleri tespit edilmeye çalışılmıştır. Araştırmanın yöntemi ise nitel araştırma doğrultusunda olgu bilim deseninde tasarlanmıştır.Problemin farklı boyutlarını ortaya koyabilmek ve farklı görüşlere yer verebilmek amacıyla, araştırmanın çalışma grubu, örnekleme tekniklerinden maksimum çeşitlilik örneklemesi temel alınarak 25 katılımcıdan oluşturulmuştur.Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır.Yarı yapılandırılmış görüşme tekniğine uygun olarak, görüşmelerden elde edilen veriler, içerik analiz yöntemiyle analiz edilmiştir.Görüşmelerde kişilerin her bir soruya verdikleri cevaplar, birbirine benzer ve birbirinden farklı olma durumlarına göre analiz edilerek gruplandırılmıştır.Belirlenen görüşler frekans (f) ve yüzde (%) olarak ilgili tablolarda gösterildikten sonra katılımcıların açıklayıcı ve belirleyici görüşleri doğrudan alınarak bulgulara eklenmiştir.Mesleki imajı etkileyen faktörlere yönelik öğretmen görüşleri, siyasi aktör alt teması altında; hükümetlerin öğretmeni sahipsiz ve yalnız bırakması, öğretmene değer vermemesi yönünde tespit edilmiştir.Milli Eğitim Bakanlığı alt teması altında ise; Milli Eğitimin öğretmene yüklediği anlam ve roller, eğitim politikalarındaki tutarsızlıklar, yapılan çalışmalarda öğretmenlerin görüş ve düşüncelerinin alınmaması, veli ve öğrenci her zaman haklıdır anlayışı doğrultusunda öğretmenin pasif bir konuma itilmesi olarak belirtilmiştir.Görüşmelerde katılımcılar öğretmenlerin niteliğini yetersiz bulmuşlar, öğretmenlik mesleğinin statüsünü ve saygınlığını ise düşük değerlendirmişlerdir

An Evaluation of the Correlation between Hepcidin Serum Levels and Disease Activity in Inflammatory Bowel Disease

Aim. While there are many well-defined serological markers for inflammatory bowel disease (IBD), there is limited evidence that they positively affect clinical outcomes. This study aimed to evaluate the correlation between hepcidin serum levels and disease activity in IBD. Materials and Methods. Eighty-five consecutive IBD patients were enrolled in the study. Hepcidin serum levels were assessed using an enzyme-linked immunosorbent assay (ELISA) and were compared with disease activity as well as the interleukin-6 (IL-6) and C-reactive protein (CRP) levels. Results. The mean hepcidin serum levels in Crohn’s disease (CD) patients in remission and in the active phase were 3837±1436 and 3752±1274 pg/mL, respectively P=0.613. The mean hepcidin serum levels in ulcerative colitis (UC) patients in remission and in the active phase were 4285±8623 and 3727±1176 pg/mL, respectively P=0.241. Correlation analysis between inflammatory markers and hepcidin serum levels indicated that there was no correlation between hepcidin levels and IL-6 P=0.582 or CRP P=0.783. Conclusion. As an acute-phase protein, hepcidin seems to have a lower efficacy than other parameters in the detection of activation in IBD

Alan programlanabilir kapı dizisi kullanarak nöroyonga tasarımı

Bu tezde, alan programlanabilir kapı dizileri (FPGA) kullanarak bir yapay sinir ağı (YSA) donanımı gerçeklenmiştir. Çok katmanlı ileri beslemeli YSA yapıları için bir sayısal sistem mimarisi tasarlanmıştır. Bu mimari tasarımcının giriş, çıkış ve her bir katmandaki nöron sayılarını belirleyebileceği şekilde genelleştirilmiştir. Tasarım VHDL donanım tanımlama dili kullanılarak yapılmıştır. Bu sayede tasarım farklı FPGA platformlarında çalıştırılabilir duruma getirilmiştir. Tasarım Xilinx firmasının Virtex FPGAʼini kullanan ve bilgisayarın PCI veri yoluna takılan bir geliştirme kiti üzerinde gerçeklenmiştir. Bu donanım üzerinde standart YSA problemlerinden bazıları için tasarım gerçeklenmiştir ve sonuçlar olması gereken değerlerle karşılaştırılarak sunulmuştur

Eğitim Programı Tasarımı Tercihlerine Yönelik Öğretmen Görüşleri

Bu araştırma, öğretmenlerin eğitim programı tasarım tercihlerini bazı değişkenler açısından incelemeyi amaçlamaktadır. Araştırma 2015- 2016 eğitim-öğretim yılı ikinci döneminde Hatay ilinde gerçekleştirilmiştir. Araştırmanın örneklemi ise ilkokul, ortaokul ve liselerde görev yapan 292 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak Baş (2013) tarafından geliştirilen; “Eğitim Programı Tasarım Yaklaşımı Tercih Ölçeği” kullanılmıştır. Ölçek 30 madde ve 3 faktörden oluşmaktadır. Bu faktörler konu merkezli tasarım, sorun merkezli tasarım ve öğrenci merkezli tasarım şeklindedir. Veri çözümlemede aritmetik ortalama ( ) parametrik testlerden bağımsız örneklem t- testi ve tek yönlü varyans analizinden yararlanılmıştır. Araştırma bulgularına göre; öğretmenlerin eğitim programı tasarımı tercihlerinin öğrenci ve sorun merkezli olduğu sonucuna ulaşılmıştır. Öğretmen görüşlerinin cinsiyet, eğitim durumu, görev yapılan okul kademesi değişkenine göre farklılaşmadığı; mesleki kıdem değişkenine göre ise anlamlı düzeyde farklılaştığı tespit edilmiştir. 20 yıl ve üzeri mesleki kıdeme sahip öğretmenlere hizmet içi eğitim kursları düzenlenerek öğrenci ve sorun merkezli program tasarımının etkili bir öğrenme sürecindeki rolüne yönelik farkındalık kazandırılabilir

English

This study was designed to explore strengths, weaknesses, opportunities and threats driven by teacher-parent communication (TPC, henceforth) from the perspectives of teachers and students based on teacher views. A phenomenological design was adopted in the study of which sampling was constituted by 10 Turkish teachers of different subject areas working at state middle schools. The data were collected via semi-structured interviews with these teachers and examined through content analysis. Based on the preliminary findings, the teachers believe that TPC has certain strengths such as enhancement of students' feeling of worthiness and their sense of belonging to the school, and improvement of their motivation and in-class performance, and facilitation of the learning process. The teachers also reported that it helps students develop a sense of responsibility and improve self-confidence, and reduce student misbehaviors. As for the TPC-driven strengths from teachers' perspective, they stated that it facilitates recognition of students from different angles, makes positive contributions to the learning process, improves teacher status and prestige, and reduces teachers' workload through collaboration with parents. The study discusses strengths, weaknesses, possible threats and opportunities of TPC in detail. Keywords: teacher-parent communication, school success, SWOT analysi

Occupational Image Scale of Teachers

This study is a scale study which puts forth how the teachers’ occupational image is perceived by teachers. The sample of the study consists of 254 teachers who fulfil their jobs in different kinds of schools in Kahramanmaraş. Studies which are made in order to improve the scale have indicated that occupational image scale is a valid and reliable scale made up of 31 items. Exploratory factor analysis that is made in order to determine the structure validity of the scale reveals that there are 3 sub-dimensions of the analysis. It explains the %20.87 of first factor total variance, %13.32 of the second factor total variance, and %5.11 of the third factor total variance. Three factors together have indicated % 49.58 of total variance. Cronbach Alpha coefficient reliability that is scored to determine the reliability of the scale is .91 for the first factor, .86 for the second factor, 85 for the third factor, .92 for the whole scale. These findings have shown that the reliability of the points which are obtained from occupational image scale is high. As a result, it has been concluded that occupational image scale is an assessment scale which has high validity and reliability sign

INVESTIGATING THE METAPHOR PERCEPTIONS OF HIGH SCHOOLS STUDENTS TOWARDS THE CONCEPT OF “PHILOSOPHY”

Bu araştırmada lise öğrencilerinin "felsefe" kavramına yönelik algılarını ortaya çıkarmak amacıyla oluşturdukları metaforların belirlenmesine çalışılmıştır. Araştırma olgu bilim araştırma deseninin kullanıldığı nitel bir çalışmadır. Bu çalışmaya Kahramanmaraş Anadolu Lise 'sinde öğrenim gören toplam 120 öğrenci katılmıştır. Çalışmanın sonucunda öğrenciler tarafından üretilen toplam 74 metaforun ortak özelliklerinden hareketle 11 kategori oluşturulmuştur. Öğrencilerin 6'sı (%7.2) felsefeyi araç olarak, 13'ü (%15,21) felsefeyi yemek/yiyecek olarak, 19'u (% 22,23) felsefeyi kişi olarak, 6'sı (% 7.02) felsefeyi sorgulayan olarak, 6'sı ( %7.2) felsefeyi yer/mekan olarak, 4'ü (% 4.68) felsefeyi karmaşa olarak, 2'si ( % 2,34) felsefeyi değişken olarak, 4'ü ( %4,68) felsefeyi canlı olarak, 3'ü ( %3,51) felsefeyi gereksiz olarak, 11'i ( %12,87) felsefeyi öznellik olarak, 2'si (%2,34) ise felsefeyi takım olarak algılamaktadır. Sonuç olarak metaforlar lise öğrencilerinin ''felsefe'' kavramına ilişkin algılarını açıklamada önemli bir araştırma aracı olarak kullanılabileceği sonucuna varılmıştırIn this study, it was aimed to determine the metaphor perceptions of high school students towards the concept of “philosophy”. The purpose of this study is presenting the perceptions of high schools students towards the concept of “philosophy” through metaphors. This is a qualitative study using scientific research design. As a result of the study, 11 categories based on common features of 74 metaphors produced by the students were created. 6 students (7.02%) perceived philosophy as a tool, while 13 students (15.21%) perceived as food, 19 students (22.23%) perceived as a person, 6 students (7.2%) perceived as questioner, 6 students (7.02%) perceived as a place or location, 4 students (4.68%) perceived as confusion, 2 students (2.34%) perceived as unnecessary, and 11 students (12.87%) perceived as subjectivity and 2 students (2.34%) perceived as a team, respectively. As a result metaphors of high school students ' ' philosophy ' ' the statement concluded that perceptions of the concept has been used as an important research too