Primary teachers’ and primary pre-service teachers’ self-efficacy beliefs and attitudes toward teaching profession

Abstract The main purpose of this study is to compare the primary teachers and pre-service primary teachers’ self-efficacy beliefs and attitudes toward teaching profession in Turkey. Descriptive method was used in the study and the study was carried out on 180 first grade and 107 fourth grade primary pre-service teachers at the Faculty of Education in Rize University and 131 primary teachers working in the primary schools located in Çayeli (Rize) district. The Attitude Scale towards Teaching Profession (Özgür, 1994) and the Turkish form of the Ohio State Teacher Efficacy Scale (Baloğlu and Karadağ, 2008) were used as data gathering instrument in the study. The study results revealed that the first grade primary pre-service teachers’ scores on the attitudes towards teaching professions were statistically higher than the scores of the fourth grade primary pre-service teachers and of the primary teachers. However, the study results indicated that the teaching self-efficacy scores of the first grade pre-service teachers were statistically lower than the teaching self-efficacy scores of the fourth grade pre-service teachers and primary teachers. On the other hand, the study results showed that females’ attitudes towards teaching profession were higher than the attitudes of their male counterparts whereas self-efficacy scores did not differentiate due to the gender of the primary pre-service teachers and primary teachers. Moreover, the study results indicated that there were not any significant correlation between the self-efficacy and attitudes scores of the pre-service teachers and primary teachers

The Relationship Between High School Teachers' Perceptions of Organizational Culture and Motivation

The purpose of this research was to explore the relationship between school culture and motivation perceptions of teachers in high schools. The study tested whether the participant teachers' organizational culture and motivation perceptions were statistically different according to gender, marital status, school type and professional seniority and also it was attempted to determine whether the motivation perceptions of teachers could be statistically predicted from their organizational culture perceptions. A simple random sampling method was used in the study conducted with the teachers employed in high schools in Diyarbakır city center. The Organizational Culture Scale and the Teacher Motivation Scale were incorporated as data gathering instruments in the study. As a result of the research, it was concluded that the teachers' organizational culture perceptions statistically varied according to gender (in favor of the female teachers) and marital status (in favor of the married teachers) in the power culture dimension and according to professional seniority (in favor of those of 20 years or more teaching experience) in the support culture dimension and that the motivation perceptions of the teachers statistically varied according to gender (in favor of female teachers) in the external motivation dimension. In addition, it was found that the teachers' motivation perceptions could be statistically predicted from their organizational culture perceptions

TEACHERS’ PERCEPTION OF ORGANIZATIONAL CULTURE AND ORGANIZATIONAL COMMITMENT IN TURKISH PRIMARY SCHOOLS

This study was conducted to investigate organizational culture and organizational commitment perceptions of the primary school teachers in Turkey. Two different scales (Organizational Culture Scale and Organizational Commitment Scale) were used as data gathering instrument. Statistical analyses were utilized to examine the organizational culture and commitment perceptions of teachers in terms of their some demographic factors like gender, teaching levels, marital status, and experience. Correlation analysis was also made to describe the links between subscales of organizational culture and subscales of organizational commitment. The results revealed that primary school teachers’ perceptions of organizational culture and organizational commitment vary due to their gender, teaching levels, marital status, and experience. In terms of gender, female teachers perceived more power and supportive culture in their schools. First level teachers expressed more achievement culture and more commitment at identification level than second level teachers. Also, married teachers revealed more achievement and supportive culture and more organizational commitment at identification and internalization levels. Other findings of the study indicated that although more experienced teachers perceived more cultural orientation in all cultural dimensions and more committed to their schools at identification and internalization levels, the less experienced teachers indicated more commitment at compliance level. Finally, as commitment based on compliance positively correlated power and role cultures, and negatively correlated achievement and support culture; commitments based on identification and internalization positively related with achievement and support cultures.</p

Effect of Gender on Teachers’ Organizational Culture Perception: A Meta-Analysis

This study aims to assess the strength of the effect of gender, if there is any, on the perceptions of teachers on organizational culture in a meta-analysis. 27 studies consisting of Master’s theses and PhD dissertations were chosen from the National Thesis/Dissertation Database provided by Turkish Council of Higher Education. The sample consists of 9563 teachers. Of these, 5402 are female and 4161 are male. The variables of school type, publication type, and publication year, the region in which the research was carried on, settlement, positions and teaching levels of the teachers, type of schools, data collection instrument, and researcher’s gender were taken as moderator variables in the study. As a result of the study, a low level but statistically significant effect size was found in favor of female teachers according to fixed effect model (d=0.021) and random effect model (d=0.010). The moderator analysis revealed that, the publication type (p=0.003), positions of the teachers (being teacher or manager) (p=0.017), the region and the settlement in which the research was conducted (p=0.034; p=0.022) and researcher’s gender (p=0.006) were determined as moderator variables with the average effect size. On the other hand, school type (public or private) (p=0.223), school level (p=0.552), teaching fields of the teachers (p=0.786), data collection instrument (p=0.672) were not determined as moderator variables with the average effect size. In terms of the gender variable, the study findings indicate that there is an increasing tendency in the effect sizes in favor of female teachers

Secondary school teachers’ perceptions about Organizational culture and Organizational citizenship behavior

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin görev yaptıkları okullara ilişkin örgütsel kültür ve örgütsel vatandaşlık davranışı algıları arasındaki ilişkiyi incelemektir. Araştırmada öğretmenlerin örgütsel kültür ve örgütsel vatandaşlık davranışı algılarının cinsiyetlerine, görev yaptıkları okulun türüne (genel lise/meslek lisesi) ve deneyimlerine bağlı olarak farklılaşıp farklılaşmadığı test edilmekte, ayrıca öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilip kestirilemeyeceği belirlenmeye çalışılmaktadır. Rize il merkezindeki liselerde görev yapan öğretmenlerle gönüllülük esasına göre gerçekleştirilen araştırmada veri toplama aracı olarak Örgütsel Kültür Ölçeği ile Örgütsel Vatandaşlık Davranışı Ölçeği kullanılmıştır. Araştırma sonucunda, öğretmenlerin örgüt kültürü algılarının geleneksel örgüt kültürü boyutunda cinsiyetlerine (bayanlar lehine) ve görev yaptıkları okul türüne göre (meslek liseleri lehine) istatistiksel olarak farklılaştığı, örgütsel vatandaşlık davranışı algılarının ise bireysel sorumluluk boyutunda cinsiyete göre farklılaştığı gözlenmiştir. Ayrıca, öğretmenlerin örgütsel vatandaşlık davranışı algılarının örgütsel kültür algılarından istatistiksel olarak kestirilebildiği belirlenmiştir.Background. Cultural variables such as artifacts, shared values and basic assumptions about the organizational reality constitute different organizational cultures and influence the quality of work life in organizations. Organizational culture has been defined differently in the organizational literature. These definitions range from the simple to the complex, such as social glue; organizational blinders; the way we do things around here (Shaw & Reyes, 1992). Organizational culture determines leadership styles and work strategies and thus it shapes organizational behaviors and the way things are done in organizations (De Brentani & Kleinschmidt, 2004). Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms constitute organizational culture. Organizational culture produces norms in the formal structure of organizations, and it develops a social system of certain values, beliefs and habits. This system support employees to get an organizational awareness to decide which behaviors are appropriate in the organization (Halis, 2003). In brief, organizational culture forms a social system and shared behavior pattern which holds the employees together in the organization (Martins & Terblanche, 2003). Organizational citizenship behaviors are defined as discretionary behaviors which are not formally recognized by the organizational reward system. Organizational citizenship behaviors may range from helping voluntarily a co-worker to wearing the organizational logo on a sweatshirt. In organizational life, it is difficult to reward organizational citizenship behaviors or to punish the absence of such citizenship behaviors (Moorman & Blakely, 1995). Organizational citizenship behavior is accepted as organizational members' extra-role behaviors which are not described in their formal job descriptions. Some examples of these discretionary behaviors include cooperation with peers, performing voluntarily extra duties for the organization, punctuality, volunteering and helping others, using time efficiently, conserving resource, and positively representing the organization (Ahmadi, 2010). Organizational citizenship behavior has been studied as an impetus for better organizational performance. Moreover, it has been examined in relation to some other organizational variables like organizational commitment, job satisfaction, or procedural justice (Jahangir, Akbar, & Haq, 2004). However, the studies examining the relationships between organizational citizenship behavior and organizational culture are very rare. Organizational citizenship behavior has been described as having two or more dimensions. For example, Smith, Organ, and Near (1983) described organizational citizenship behavior in two dimensions as altruism and generalized compliance. Organ (1988), in another study, explains five categories of organizational citizenship behavior such altruism, conscientiousness, sportsmanship, courtesy, and civic virtue. Moorman and Blakely (1995) defined identified organizational citizenship behavior in four categories. On the other hand, Dipaola and Tschannen-Moran (2001) proposed bipolar construct for organizational citizenship behavior; one polar refer to help the organization and second polar express helping individuals (Jahangir, Akbar, & Haq, 2004). Similarly, Suresh, and Venkatammal (2010) examined organizational citizenship behavior in two dimensions like individual oriented and organizational oriented behaviors. In this study organizational citizenship behavior was measured in two dimensions as organizational responsibility and individual responsibility. In organizational literature organizational culture is generally described in four dimensions. For examples, Hofstede (1980) defined four cultural orientations (power distance, masculinity-femininity, individualistcollectivist and uncertainty avoidance) in organizations. Harrison (1975) explained organizational culture through four different organizational ideologies as power culture, role culture, task culture and individual culture. Handy (1981), adapted Harrison's organizational culture classification orderly into four ancient Greece Gods; Zeus, Apollo, Athena, and Dionisus. Pheysey (1983) by taking into consideration the classifications of Harrison and Handy, proposed four organizational culture types as power culture, role culture, achievement culture and support culture. In this study Pheysey's (1983) organizational culture classification was taken into considerations, but after explanatory and confirmatory factor analysis organizational culture was measured in two factors as classic organizational culture, corresponding Pheysey's power and role cultures, and contemporary organizational culture, corresponding Pheysey's achievement and support cultures. Purpose. This study aims to examine organizational culture and organizational citizenship behavior perceptions of the secondary school teachers in Rize Province. In order to reach this main aim the following research questions are formulated: 1. How do secondary school teachers perceive organizational culture and organizational citizenship behavior in their schools? 2. Do secondary school teachers' perceptions of organizational culture and organizational citizenship behavior show difference significantly according to their genders, school types, and teaching experiences? 3. Can primary teachers' perceptions of organizational citizenship behavior be predicted from their perceptions of organizational culture? Method. The study was conducted with voluntary participation of 291 teachers working in academic and vocational secondary schools located in Rize Province. 110 of 291 teachers were female and 181 teachers were male; 157 teachers were working in academic secondary schools and 134 teachers were working in vocational secondary schools. Two different instruments were used in data gathering process. The first instrument was organizational culture scale previously developed by İpek (1999) and the second one, organizational citizenship behavior scale was previously developed by Vigoda-Gadot & others (2007) and translated and adapted into Turkish by the author. The organizational culture scale contains four dimensions as power culture, role culture, achievement culture, and support culture in its original form. In this study, explanatory and confirmatory factor analyses results indicated that the items in the organizational culture scale appeared to have two factorial components. The factors of the organizational culture scale were named as classic organizational culture and contemporary organizational culture. The factor analyses showed that the items of power culture and role culture in the original scale constituted classic organizational culture dimension while the items of achievement culture and support culture in the original scale formed contemporary organizational culture dimension. The organizational citizenship behavior scale had three dimensions in its original form. These dimensions were named as organizational responsibility, personal responsibility, and individual performance. Explanatory and confirmatory factor analysis results indicated that the items in the organizational citizenship behavior scale loaded on two factors. These factors were named as institutional responsibility and personal responsibility. The factor analyses indicated that the items of personal responsibility and individual performance dimensions in the original scale loaded on one factor, named as personal responsibility, and the items of organizational responsibility dimensions in the original form loaded on second factor, named as institutional responsibility. The items of the both scales were rated on a five-point Likert type ranging from 1 (disagree) to 5 (strongly agree). In data analysis process, the means corresponding to the secondary school teachers' perceptions about the dimensions of the organizational culture and organizational citizenship behavior were competed firstly. Secondary school teachers' perceptions on these dimensions were compared by using two-way ANOVA according to variables as gender, experience and school types. Moreover the secondary school teachers' organizational citizenship behaviors were predicted from their organizational culture perceptions by using multiple regression analysis. Results and Discussion. The study results revealed that organizational culture perceptions of the secondary school teachers showed difference significantly between female and male teachers at classic organizational culture dimension. Female teachers expressed more classic organizational culture (M = 3.74) than their male counterparts (M = 3.49). However, teachers' organizational culture perceptions at contemporary organizational culture dimension did not vary according to gender. On the other hand, teachers with 16 or more years teaching experience expressed higher classic (M = 3.68) and contemporary (M = 3.69) organizational culture than teachers having teaching experience between 6 and 10 years (M = 3.42 and M = 3.31). This result supports the previous study by Flores (2004) on teachers' organizational culture perceptions revealing that beginner teachers were uninterested and insensitive towards their schools. Moreover, the study results revealed that secondary school teachers working in vocational secondary schools had higher classics organizational culture perceptions than the teachers working in academic secondary schools. This results support the results of a previous study by S&ouml;nmez (2006) showing that vocational school teachers perceive their schools' organizational culture more oriented towards classic organizational culture dimensions, namely role culture and power culture. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers showed difference according to gender at the personal responsibility dimension. Female teachers perceived more personal responsibility (M = 3.97) than male teachers (M = 3.71). Teachers' organizational citizenship behaviors perceptions did not show difference according to gender at institutional responsibility dimension. The study results related to the comparison of organizational citizenship behavior perceptions of the secondary school teachers according to their gender differences support some previous study results (S&ouml;kmen & Boylu, 2011; Titrek, Bayrak&ccedil;ı, & Zafer, 2009). However, the study results also contradict the results of the previous studies by Eres (2010), Titrek, Bayrak&ccedil;ı, and Zafer (2009). The study results showed that secondary school teachers' perceptions did not show difference according to school type and experience at both dimensions of the organizational citizenship behavior. The study results also indicated that organizational citizenship behavior perceptions of the secondary school teachers could be regressed from their perceptions of organizational culture. Regression analysis showed that secondary school teachers' perceptions of classic and contemporary organizational cultures had significant effects on their organizational citizenship behaviors perceptions at personal and institutional responsibility dimensions. Secondary school teachers' classic and contemporary organizational culture perceptions explained 31 per cent of the variance in their institutional responsibility perceptions. On the other hand, 32 per cent of the variance in secondary school teachers' personal responsibility perceptions was explained by their classic and contemporary organizational culture perceptions. The study results indicated that organizational citizenship behavior perceptions of secondary school teachers at personal responsibility dimensions correlates positively with their perceptions of classic and contemporary organizational culture. However, there are not any significant relationships between organizational citizenship behavior perception of secondary school teachers at institutional responsibility dimension and their classic organizational culture perceptions. As mentioned above, organizational citizenship behavior perceptions of the secondary school teachers can be predicted significantly from their organizational culture perceptions. The contemporary culture seems to be the most significant predictor of organizational citizenship behavior at institutional and personal responsibility dimensions. The study findings pointing out the relationships between organizational culture and organizational citizenship behaviors support some previous studies (Asgari & Others, 2008; &Ccedil;elik, 2007; G&ouml;k, 2007; Maignan & Others, 1999; Moorman & Blakely, 1995; Sezgin, 2009; U&ccedil;anok, 2008). Suggestions. Based on the study results the following recommendations can be developed; &#8226; Since female secondary school teachers perceive more classic organizational culture in their schools than their male counterparts, school managements should give more opportunities to female teachers in order to participate to school management activities. &#8226; Since the secondary school teachers working in vocational secondary schools perceive more classic organizational culture in their schools than the teachers working in the academic secondary schools, school management should attach more importance for democratic and participatory implementations in school activities. &#8226; Since the secondary school teachers with more teaching experience expressed higher classic and contemporary organizational culture than teachers having less teaching experience, the school managements should give more opportunities to beginner teachers in order to participate to school activities. &#8226; Since the contemporary organizational culture seems to be the most significant predictor of organizational citizenship behaviors at institutional and personal responsibility dimensions in the secondary schools, school principals may be aware of the importance of contemporary organizational culture orientations in order to improve secondary school teachers' organizational citizenship behaviors

Predicting primary school students’ national level assessment test scores from parental involvement and attitudes towards school

Bu arastırmada ilköğretim öğrencilerinin seviye belirleme sınavlarında (SBS) almıs oldukları puanlar velilerinin okul tutumu ve eğitime katılım puanlarından kestirilmesi, ayrıca SBS puanlarının öğrencilerin cinsiyetlerine bağlı olarak farklılasıp farklılasmadığının belirlenmesi amaçlanmıstır. Arastırma verileri, Çayeli (Rize) ilçe merkezinde yer alan bes ilköğretim okulunun yedinci ve sekizinci sınıflarında öğrenim görmekte olan toplam 441 öğrenci velisinden toplanmıstır. Veri toplama aracı olarak Can (2008) tarafından gelistirilmis olan Veli Katılım Ölçeği ve Okula iliskin Tutum Ölçeği kullanılmıstır. Veri analizi sonucunda, kız öğrencilerin SBS puanlarının erkek öğrencilerin SBS puanlarından istatistiksel olarak daha yüksek olduğu; öğrencilerin SBS puanlarının istatistiksel olarak velilerin okul tutumu ve eğitime katılım puanlarından kestirilebildiği gözlenmistir.The study was conducted to predict primary school students' national level assessment test scores from parental involvement and attitudes towards school. Another purpose of the study was to determine gender effects on the national level assesment test. Data were gathered from 441 families whose children were attending seventh and eighth grades in five different primary scools in Çayeli District. Two different scales, parental involvement scale and school attitudes scale (Can, 2008), were used as data gathering instrument. Study results revealed that the level assessment test scores of the girls were significantly higher than boys' test scores. The results also indicated that primary students's national level assesment were predicted significantly by parental involvement and attitudes towards school

ABD ve Türkiye Yükseköğretim Sisteminde Akademik Personelin İstihdamı, Terfi Uygulamaları Ve Türkiye Yükseköğretim Sistemi İçin Bazı Öneriler

Bu makalede Türkiye ve ABD yükseköğretim sisteminde akademik unvan ve dereceler ile akademik personelin istihdamı karşılaştırmalı olarak ele alınmaktadır. Makale, 01 Temmuz-30 Eylül 2013 tarihleri arasında üç aylık sürede, ABD Pittsburgh Üniversitesi Eğitim Fakültesi Eğitimde Uluslararası Araştırmalar Enstitüsünde yürütülen araştırma sırsında, akademik ve idari personelle yapılan görüşmeler ve literatür taraması yoluyla elde edilen verilerle hazırlanmıştır. İki ülkenin yükseköğretim sistemindeki temel farklılıklara yer verilen makalede, ayrıca Türkiye yükseköğretim sistemi için bazı öneriler geliştirilmiştir.In this article the academic titles, degrees and employement of academic staff in the higher education system of Turkey and the USA is discussed comparatively. The article is prepared during an academic research in the United States University of Pittsburgh Faculty of Education International Research Institute in three months period between 01.07.2013 and 30.09.2013 by meetings held with the academic and administrative staff and by data obtained from literature review . The article, where the basic differences between the higher education systems are adressed, establishes also some suggestions for the türkish higher education system

Self-Efficacy perceptions of pre-service primary teachers on physical education

Sınıf öğretmeni adaylarının beden eğitimi dersine yönelik öz-yeterlik algılarını belirlemeyi amaçlayan bu araştırma Artvin, Rize ve Giresun Eğitim Fakülteleri ile Fatih Eğitim Fakültesinin Sınıf Öğretmenliği programlarındaki aday sınıf öğretmenleri üzerinde yapılmıştır. Teorik bilgi, uygulama becerisi ve formasyon becerisi olmak üzere üç boyutlu olarak hazırlanan veri toplama aracı, sözü edilen programlarda Beden Eğitimi Öğretimi dersini tamamlamış olan öğrencilere uygulanmıştır. Araştırma sonucunda, erkek sınıf öğretmeni adaylarının beden eğitimi dersine yönelik öz-yeterlik algılarının, teorik bilgi ve uygulama becerisi boyutları açısından kız adayların öz-yeterlik algılarından daha yüksek olduğu görülmüştür. Ayrıca fakültede bu dersleri spor salonunda işleyen sınıf öğretmeni adaylarının bu derse ilişkin öz-yeterlik algıları her üç boyutta da bu dersleri spor salonunda işlemeyen adayların öz yeterlik algılarından daha yüksek çıkmıştır.The purpose of this study is to determine the self-efficacy perception of the pre-service teachers towards Physical Education. Subjects are 423 student teachers from four Educational Faculties in Artvin, Rize, Trabzon and Giresun. Data were gathered via "The Scale of Physical Education Self Efficacy Perception" which was developed by the researchers. The scale developed in three parts as theoretical knowledge, practice skills and formation skills. The scale was applied to the student teachers who had completed Physical Education courses in their faculty programs. Findings indicated that male student teachers had higher self-efficacy perception scores toward Physical Education than female student teachers in terms of theoretical knowledge and practice skills dimensions. Also, the students teachers who had get the Physical Education Courses in sport facilities had higher self-efficacy perception scores toward Physical Education than the student teachers who hadn&#8223;t get this course in sport facilities

PRESCHOOL TEACHERS' CLASSROOM MANAGEMENT SKILLS AND BURNOUT

Bu araştırmada; okul öncesi eğitimde görev yapan öğretmenlerin sınıf yönetimi becerileri ile tükenmişlik algılarının farklı değişkenlere (medeni durum, mesleki kıdem, aile gelir düzeyi, sınıflardaki öğrenci sayısı ve mesleği seçme nedeni) göre incelemesi amaçlanmıştır. Araştırmada ayrıca öğretmenlerin tükenmişlik algıları sınıf yönetimi becerisi algılarından kestirilmeye çalışılmıştır. Araştırmada Sınıf Yönetimi Beceri Düzeyi Ölçeği ve Maslach Tükenmişlik Envanteri olmak üzere iki farklı veri toplama aracı kullanılmıştır. Araştırma sonucunda, okul öncesi öğretmenlerinin sınıf yönetimi becerisi algılarının öğretmenlik mesleğini seçme nedenine bağlı olarak; tükenmişlik algılarının ise duyarsızlaşma alt boyutunda mesleki kıdem değişkenine bağlı olarak istatistiksel açıdan anlamlı düzeyde farklılaştığı belirlenmiştir. Öte yandan, öğretmenlerin sınıf yönetimi becerisi ve tükenmişlik algılarının medeni durum, mesleki kıdem, sınıflarındaki öğrenci sayısı ve aile toplam gelir düzeyine bağlı olarak istatistiksel açıdan anlamlı düzeyde farklılaşmadığı gözlenmiştir. Araştırmada ayrıca, okul öncesi öğretmenlerinin tükenmişlik algılarının her üç tükenmişlik alt boyutunda da sınıf yönetimi becerisi algılarından istatistiksel olarak kestirilebildiği görülmüştür

PRESCHOOL TEACHERS' CLASSROOM MANAGEMENT SKILLS AND BURNOUT

Bu araştırmada; okul öncesi eğitimde görev yapan öğretmenlerin sınıf yönetimi becerileri ile tükenmişlik algılarının farklı değişkenlere (medeni durum, mesleki kıdem, aile gelir düzeyi, sınıflardaki öğrenci sayısı ve mesleği seçme nedeni) göre incelemesi amaçlanmıştır. Araştırmada ayrıca öğretmenlerin tükenmişlik algıları sınıf yönetimi becerisi algılarından kestirilmeye çalışılmıştır. Araştırmada Sınıf Yönetimi Beceri Düzeyi Ölçeği ve Maslach Tükenmişlik Envanteri olmak üzere iki farklı veri toplama aracı kullanılmıştır. Araştırma sonucunda, okul öncesi öğretmenlerinin sınıf yönetimi becerisi algılarının öğretmenlik mesleğini seçme nedenine bağlı olarak; tükenmişlik algılarının ise duyarsızlaşma alt boyutunda mesleki kıdem değişkenine bağlı olarak istatistiksel açıdan anlamlı düzeyde farklılaştığı belirlenmiştir. Öte yandan, öğretmenlerin sınıf yönetimi becerisi ve tükenmişlik algılarının medeni durum, mesleki kıdem, sınıflarındaki öğrenci sayısı ve aile toplam gelir düzeyine bağlı olarak istatistiksel açıdan anlamlı düzeyde farklılaşmadığı gözlenmiştir. Araştırmada ayrıca, okul öncesi öğretmenlerinin tükenmişlik algılarının her üç tükenmişlik alt boyutunda da sınıf yönetimi becerisi algılarından istatistiksel olarak kestirilebildiği görülmüştür