OLD-NEW TYPE SCHOOL BUILDINGS AND ACADEMIC ACHIEVEMENT: TEACHER'S PERSPECTIVE – CASE OF IZMIR, TURKEY

The purpose of this research is to examine whether low and high student acheivement and new and old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings. Quantitative methods were used in the research. 204 teachers from elementary, middle and high school in İzmir, Turkey completed the scale. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ was used. For data analaysis, t test were used as well as basic statistical methods. Results show that, as academic achievement, there is a meaningful difference between perception of teachers related to school campus, acoustic dimensions and total scale. The difference is in the favor of schools with lower academic achivement. The same dimensions and total scale have difference that old type is favorable. In this sense, improving the quality of school building is important.   Article visualizations

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND CLASSROOM CLIMATE

The purpose of research is to analyze which level Emotional intelligence’s (EQ) dimensions have predicted classroom climate (CC) and to search a relationship between EQ and CC according to secondary school teachers' perceptions. This research in which relational screening model is used is made by quantitative research method and the data has been collected by “Bar-On EQ Scale” and “CC Scale”. Data collection tools have been conducted in 224 teachers in public secondary schools in Buca in İzmir. In data analysis, Pearson product-moment correlation coefficient and multiple regression analysis were used. According to research's results, there is positive and medium level relationship between EQ's dimensions and CC's dimensions. In addition, EQ is a significant predictor of CC's “relation” and “personal growth/goal orientation” in medium level and “system maintenance and change” in high level.  Article visualizations

THE RELATIONSHIP BETWEEN ORGANIZATIONAL CYNICISM AND ORGANIZATIONAL COMMITMENT

The main purpose of this study was to determine the levels of organizational cynicism and commitment of the primary and secondary school teachers, the relationship between both variables and the effect of organizational cynicism on organizational commitment. Two-scale questionnaires were used and applied to a population of 316 teachers who work in Akhisar in Manisa. According to research results: organizational cynicism’s cognitive and behavioural dimensions are medium whereas it is lower in affective dimension. Organizational commitment is medium throughout all scale and on identification and internalisation dimensions whereas it is low on adaptation dimension. In addition, there was medium-leveled negative relationship between organizational commitment and cynicism. It is also observed that cognitive and affective dimensions of organizational cynicism predict all dimensions of the organizational commitment

Opinions of social studies teachers about vocational education design: Sosyal bilgiler öğretmenlerinin mesleki gelişimine ilişkin görüşler

The aim of this research is to determine the professional development of social studies teachers in accordance with their views on the in-service education program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 30 social studies teachers working in the Bergama district of Izmir province, who were selected by purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of social studies and pedagogy. Gaining professional experience, deciphering new teaching methods, being aware of current developments, searching for solve to problems in teaching, increasing general culture, seeing ways to communicate with students and getting acquainted with issues such as university education. The field-specific expectations are; learning field-specific methods, seeing ways to popularize the course, recognizing new approaches to field courses, evaluating textbooks, attaching importance to values education, proposing concrete and feasible solutions to problems, being applicable, and being aware of new developments. As a result, it was found that the teacher education workshop largely meets the expectations of teachers, and teachers are willing to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki gelişimlerini hizmet-içi eğitim programına ilişkin görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 30 sosyal bilgiler öğretmeni oluşturmuştur. Öğretmenlerin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Mesleki deneyim kazanma, yeni öğretim yöntemlerini tanıma, güncel gelişmelerden haberdar olma, öğretimdeki sorunlarına çözüm yolları arama, genel kültür artışı, öğrencilerle iletişim kurma yollarını görme ve üniversite eğitimi gibi konularda bilgilenme olarak dikkat çekmektedir. Alana özgü beklentileri ise; alana özgü yöntemleri öğrenme, dersi sevdirme yollarını görme, alan derslerine yönelik yeni yaklaşımları tanıma, ders kitaplarını değerlendirme, değerler eğitimine önem verme, sorunlara somut ve uygulanabilir çözüm önerileri getirme, uygulanabilir olma ve yeni gelişmelerden haberdar olma bakımından ifade edilmiştir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamakta istekli olduğu saptanmıştır

THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY BELIEFS AND RESISTANCES TO CHANGE

Self-efficacy is referring to the people’ perceptions and beliefs regarding their thinking, creativity, ability and know-how. Concepts such as change, development, novelty and innovation are studied in educational institutions and schools more than as in all institutions and businesses. In this concept, the relationship between people’ self-efficacy perceptions and the ability of people to cope with the problems in the process of change and to produce new solutions to these problems is a matter of curiosity. For this reason, teachers’ perceptions regarding self-efficacy and resistance to change were investigated. The aim of the study is to determine the self-efficacy and resistance to change levels of primary school teachers and to determine the level of resistance to change of variables mentioned in the self-efficacy. Relational screening model was used in the study and the data obtained by quantitative data collection. The sample of this research consists 368 teachers serving in 40 official primary schools in Manisa-Salihli in 2013-2014 education year. The data of the study were obtained by ‘’Teachers’ Resistance to Change Scale’’ and ‘’General Self-Efficacy Scale.’’ Data analysis included frequency, percentage, arithmetic mean, standard deviation, r- statistic and multiple regression analysis tests. As a result of the research, it is seen that teachers’ self-efficacy perceptions are ‘’I agree’’ in all the sub-dimensions and in every part of the scale, and teachers’ perceptions of resistance to change are ‘’I do not agree‘’ in all sub-dimensions and in every part of the scale. Self-efficacy explains indifference size of resistance to change is as 19 %, passive-active resistance is as 13 % and reluctance dimension is as 16 % in a low level. Low levels do not mean that self-efficacy is less effective in resistance to change. Almost 20 % of these factors are important in resistance to change, and other factors are required to be detected.  Article visualizations

The relationship between school building and school life satisfactionOkul binaları ve okul yaşam doyumu arasındaki ilişki

The purpose of this research is to examine whether low and high student success and green-mixed-old types of buildings have a meaningful relationship with perceptions of teachers on quality of school buildings, and the relationship between school building conditions and life satisfaction of teachers, and the degree of effects of buildings to this satisfaction. Quantitative methods were used in the research. 170 participants of research were elementary and middle school teachers from Madison/Wisconsin, US. Stratified random sampling was used in the research. In data collection, ‘Quality School Building Scale’ and ‘Teachers Life Satisfaction Scale’ were used. Data was analyzed with Mann Whitney U test, F & r statistics, and multifactor regression analysis. According to results, school building conditions and life satisfaction of teachers has a positive relation. A significant correlation was found between perception of teachers of school buildings, and low or high academic success of students in the dimension of ‘equipment and building of school’ and ‘physical condition and equipment’ - in favor of green schools.  Life satisfaction has an intermediate level meaningful relationship with school campus and lightnings, and with a close resulted, there is a low level meaningful relationship with visibility range and acoustics. School building sizes explains 20% of unidimensional life satisfaction. Thus, bettering the conditions of building should be an important task for authorities and employees of schools.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırmada öğretmenlerin okul bina kalitesine algıları arasında öğrenci başarısı ve okul bina tipine göre anlamlı bir farkın olup olmadığı; okul bina koşullarıyla öğretmenlerin okul yaşam doyumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmanın katılımcıları ABD, Wisconsin/Madison’da ilk ve orta dereceli okullarda görev yapan öğretmenlerdir. Araştırmada tabakalı seçkisiz örnekleme yöntemi kullanılmış, 170 öğretmen örneklemde yer almıştır. Veri toplama aracı olarak “kaliteli okul binası ölçeği” ve Yaşam Doyumu Öğretmen Ölçeği adlı ölçekler kullanılmıştır.   Veriler Mann Whitney U, F ve r istatistiği ile çok faktörlü regresyon analizi yapılmıştır. Araştırmanın sonuçlarına göre öretmenlerin okul bina koşulları ve yaşam doyumuna algıları olumludur. Akadamik başarıya göre öğretmen algıları toplam ölçek ve fiziksel koşullar boyutunda farklılaşırken, okul tipine göre yeşil okullar lehine tüm tüm boyutlarada farklılaşmaktadır. okulların lehinedir. Okul binaları ve öğretmenlerin okul yaşam doyumları arasında pozitif yönlü bir ilişki vardır. Okul yaşam doyumu ile fiziksel koşullar ve ışıklandırma boyutları arasında orta, akustik ve görüş mesafdesi boyutları arasında ise az bir farkla düşük düzeyde püzitif bir ilişki vardır. Okul bina ve donanımı okul yaşam doyumunu %20 düzeyinde açıklamaktadır. Bu durumda okul binalarının durumun iyileşmesi yetkililerin ve okul çalışanlarının önemeli bir konusu olmalıdır

The views of history teachers on the design of vocational education: Tarih öğretmenlerinin mesleki gelişim eğitim programına ilişkin görüşleri

The purpose of this research is to determine the opinions of history teachers about the professional development training program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 19 history teachers working in the Bergama district of Izmir province, who were selected by the purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of field education and pedagogy. General expectations of teachers in the teacher education workshop were found to be: to increase knowledge, new methods and techniques, new developments and to be aware of different perspectives, to learn ways to make the lesson interesting, create awareness, and to learn about classroom management. Their industry-specific expectations and history education were found to be: using new materials, methods and techniques to learn, developing them, developing activities that will make lessons interesting, and evaluating new instructional programs to emphasize the importance of the course. As a result, it was found that the teacher education workshop largely meets the expectations of teachers and teachers want to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı, tarih öğretmenlerinin mesleki gelişim eğitim programına ilişkin görüşlerini belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseniyle gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 19 tarih öğretmeni oluşturmuştur. Öğretmenlerinin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Öğretmen eğitimi atölyesinde öğretmenlerinin genel beklentileri; bilgi artışı sağlamak, yeni yöntem ve tekniklerin aktarılması, yeni gelişmelerden ve farklı bakış açılarından haberdar olmak, dersi ilgi çekici hâle getirme yollarını öğrenmek, farkındalık oluşturmak ve sınıf yönetimine dair bilgilenmek yönündedir. Branşlarına özgü beklentileri ise tarih eğitiminde kullanılacak yeni materyal, yöntem ve teknikleri öğrenmek, alan bilgisini artırmak, dersi ilgi çekici hâle getirecek etkinlikler geliştirmek, tarih derslerini öğrencilere sevdirme yollarını görmek, yeni öğretim programını değerlendirmek dersinin önemini vurgulamak ile ilgilidir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamak istediği tespit edilmiştir

Elementary and secondary school teachers’ resistance to organizational changeİlk ve ortaokul öğretmenlerinin örgütsel değişime dirençleri

The purpose of this study is to determine the perceptions of elementary and secondary school teachers about personal resistance to organizational change and practitioners and researchers finding whether these perceptions differentiate or not in terms of their individual/professional and schools’ characteristics. The survey has been applied to 368 teachers working in 40 elementary and secondary schools within Manisa Salihli in the 2013-2014 academic year. The inventory named “Teachers’ Resistance to Change” which is developed by the researches was used to collect the data. In order to analyze the data, frequency,  percent (%), arithmetic average ( ), and standard deviation (ss) were computed and the techniques which are t-Test, Anova, Mann-Whitney U, Kruskal Wallis and Cohen’s d were used. The results of the study have revealed that the teacher’ perceptions about resistance to organizational change are range of the “not agree” related to the total scale and the subscales. In addition, the teacher’ perceptions about resistance to organizational change have differentiated related to the total scle and some subscales according to their some individual/proffesional and and schools’ characteristics.  In these sitiation, respectively smalest and middle size school teachers, and teachers who served a project effectively are more open to change. ÖzetBu araştırmanın amacı ilkokul ve ortaokullarda görev yapan öğretmenlerin örgütsel değişime gösterdikleri bireysel dirence ilişkin algılarını belirlemek, bu algılarının bireysel/mesleki ve okulların bazı özelliklerine göre farklılaşıp farklılaşmadığını tespit ederek bu doğrultuda uygulayıcılara ve araştırmacılara öneriler geliştirmektir. Araştırma, 2013-2014 eğitim öğretim yılında Manisa İli Salihli İlçesi sınırları içinde yer alan 40 ilkokul ve ortaokulda görev yapmakta olan 368 öğretmene uygulanmıştır. Araştırma verilerinin toplanması için araştırmacı tarafından geliştirilmiş olan “Öğretmenlerin Değişime Direnci Ölçeği” kullanılmıştır. Veri analizlerinde frekans, yüzde (%), aritmetik ortalama ( ) ve standart sapma (ss) hesaplanmış ve t-Testi, Anova, Mann-Whitney U, Kruskal Wallis ve Cohen’s d teknikleri kullanılmıştır. Araştırma sonuçları öğretmenlerin, okullarında örgütsel değişime gösterilen dirence ilişkin algılarının tüm alt boyutlarda ve ölçek genelinde “katılmıyorum” aralığında olduğunu otaya koymuştur. Ayrıca öğretmenlerin değişime direnç algıları toplam ölçek ve alt boyutlar acısından bazı bireysel ve mesleki özelliklerine göre farklılaşmıştır. Buna göre, sırası ile küçük ve orta büyüklükteki okullardaki ve bir projede etkin görev alan öğretmenler değişime daha açıktırlar

An investigation of postpartum mothers’ readiness for hospital discharge and the affecting factors

Introduction: Postpartum period which contains important changes in the woman’s and newborn’s life, WHO recommends monitoring the mother and newborn in health care system, encouraging breastfeeding, monitoring the newborn’s development, and supporting and empowering parents about newborn care.Purpose: The purpose of this study is to identify postpartum mothers’ readiness for hospital discharge and the affecting factors. Method and material: The study was conducted with 190 mothers who gave birth between May and July, 2014 in a Maternity and Children Hospital located in Mersin. The data were collected through the Identification Form developed by the researcher in line with the related literature and Readiness for Hospital Discharge Scale-Postpartum Mother Form (RHDS-PMF).Results: Of all the participants, 84.7% were ready for discharge, 69.4% received information from midwives or nurses about their own care, and 68.7% received information about the baby’s care. Mean scores for the participants’ Readiness for Hospital Discharge Scale was found 50.47±12.16 for Personal State, 45.08±12.33 for Knowledge, 21.0±75.68 for Ability, 28.13± 8.91 for Expected Support and 144.76±30.15 for total score. The scores were found to be significantly higher for mothers who reported to be ready for discharge, who stated to have received information about their own care and the baby’s care, who were multiparous, and who would receive support for their care and the baby’s care after hospital discharge (p<0.05).Conclusion: Majority of the participants in this study were found to be ready for hospital discharge and factors affecting readiness for hospital discharge were identifed as informing mothers about their care and the baby’s care after delivery, mothers’ being multiparous, and receiving support about their care and the baby’s care after hospital discarge