Effects of Pre-School Teacher's Self-Esteem on Teacher Attitudes

AbstractIn this study the effects of pre-school teacher's self-esteem on teacher attitudes was analyzed. The data collection tools used in the study were the Teacher Attitude Scale for Pre-School Teachers developed by Bilgin (1995) and the Self-Esteem Scale developed by Arıcak (1999). The tools were completed by 307 pre-school teachers in the second half of 2007-2008 academic year. It was studied whether a meaningful difference was caused in the subdimensions of the two tools by the variables of age, attending graduate school, being satisfied with income, marital status, intentional choice of the teaching profession, being content with the profession, and having in-service training. In order to test this arithmetic means, one-way ANOVA, independent groups t-test and Pearson Moments Correlation were used. All statistical analyzes in the study were made by using the SPSS package program. The level of significance was set at minimum .05. The results showed a weak positive relationship between pre-school teacher's self-esteem and teacher attitudes

The relationship between the effectiveness of preschools and leadership styles of school managers

AbstractThis study aimed to analyze the relationship between the effectiveness of preschools and their managers’ leadership styles, according to the opinions of teachers and managers from the preschool year of elementary schools and from independent kindergartens.The study had a descriptive nature. The study population included teacher and managers working in Istanbul. The sample consisted of 198 teachers and 67 managers chosen with random sampling from the districts of Kadıköy, Ümraniye, Maltepe, Fatih, and Kartal in Istanbul. The “Effective School Survey” was utilized to measure the effectiveness of schools and the “Multifactor Leadership Questionnaire-Evaluation Form” to evaluate the leadership styles of managers. The results indicated a positive meaningful relationship (p<.01 and p<.05) between the subdimensions of the effective school survey and the multifactor leadership styles questionnaire. This finding is indicative of a parallel relationship between the effectiveness of schools and high leadership skills possessed by managers