EXAMINING HIGH SCHOOL STUDENTS’ SAFE COMPUTER AND INTERNET USAGE AWARENESS

The use of Information and Communication Technologies (ICT) is rapidly spreading among high school students. These technologies provide the students to gain learning experiences and also involve many dangers such as addiction, loneliness and stress. The aim of this study is to examine awareness levels of different types of high school students towards Safe Computer and Internet Usage Awareness (SCIUA). The data were collected from 715 students studying in the high school students in Turkey by using a questionnaire developed by the researchers. The data obtained from the questionnaire were analyzed based on the pre-determined themes and the students’ information security and computer usage awareness profiles were revealed. It was determined that students mostly use Internet for access to information, playing online games and access to social networks. When the relations among dimensions of students’ awareness towards SCIUA were examined, a strong negative relation was determined between students’ competencies and the problems and threats they faced. Students’ remarks (awareness) vary in terms of social network/communication and dimension of family factor with respect to the places where they connect to the Internet. Also, within the scope of this project, practical information based on the results of this study is offered to implementers of the FATIH project, which is conducted by the Ministry of National Education in Turkey.   Article visualizations

Okul Merkezli Yönetim

School-Based Management comes out as a basic approach in restructuring schools and in gaining effective school characteristics of the Turkish education system, in realizing an effective democratic communication and decision-making process among the school community members (administrators, teachers, students, specialists, parents, business and school environment groups, leaders), and in bringing up a new paradigm based on participation and autonomy. The purpose of this study is to support the initiatives in restructuring the Turkish education system and to present a different and modern point of view by carefully studying School-Based Management as a school development approach.Okul Merkezli Yönetim, Türk eğitim sistemi okullarının yeniden yapılandırılmasında ve etkili okul özelliklerini kazanmasında, okul toplumu üyeleri (yöneticiler, öğretmenler, öğrenciler, uzmanlar, veliler, iş ve okul çevresi grupları,liderler) arasında etkili bir demokratik iletişim ve karar alma sürecinin gerçekleştirilmesinde, katılım ve özerkliğe dayalı yeni bir paradigmanın ortaya konulmasında temel bir yaklaşım olarak ortaya çıkmaktadır. Bu çalışmanın amacı; bir okul geliştirme yaklaşımı olarak Okul Merkezli Yönetimi irdeleyerek, Türk eğitim sistemini yeniden yapılandırma girişimlerine destek vermek, farklı ve çağdaş bir bakış açısı ortaya koymaktır

Gender effect on classroom management skills and competencies of teachers: A meta-analysis study

This study aims at determining the effect sizes of perceptions and opinions of teachers regarding classroom management skills and competencies according to their gender. 19 journal articles out of 28 journal articles specializing on teachers’ classroom management skills and competencies in Turkey downloaded from the national thesis archives of Higher Education Institution appropriate to inclusion criteria are included in the study. Also, moderators which could not be included to the assessment of primary researches as publication type, publication year, region where study conducted, educational level, school type, scale type, branches of the teachers and gender of the researcher moderators were analyzed as variables. As a result, according to fixed effects model (d=0,149) and random effects model (d=0,133) in favor of female teachers, effect size was statistically significant. Moderator analysis revealed that publication type (p=0,001), type of scale (either ready or improved) (p=0,049) and validity and reliability studies (p=0,008) were found as moderators. Furthermore, effect sizes of researches showed that gender awareness included a continuing tendency over the years. Moderator analysis showed that school type (p=0,054), educational level (p=0,477), region where research was conducted (p=0,075), teachers’ branches (p=0,257) and gender of the researchers were not considered as moderators. As a result, it is recommended not to use gender as an important independent variable in studies in relation to teachers’ perceptions and opinions on classroom management skills and competencies

THE RELATIONSHIP BETWEEN TEACHERS’ PERCEPTION OF ORGANIZATIONAL CYNICISM AND SCHOOL ADMINISTRATORS’ BEHAVIOURS OF FAVOURITISM

The purpose of this study is to determine the relationship between teachers’ perception of organizational cynicism and school administrators’ behaviours of favouritism. Since the research is a study that was carried out in order to detect the relationship between favouritism and cynicism, it is in correlational survey model. The sample of the research is constituted by 242 teachers who work in formal elementary schools in Van province. “Favouritism Scale in School Management” and “Organizational Cynicism Scale” were used to collect data for the study. Average, standard deviation, t-test, variance analysis, and regression, which are from descriptive statistics, were used in the analysis of the data. As a result of the study, it was observed that teachers’ levels related to their perception of behaviours of favouritism of school administrators and their perception of organizational cynicism are low. Female teachers perform more cynical behaviours compared to male teachers. It has been observed that teachers working in schools which have 40 or more teachers have less cynicism and favouritism perceptions compared to other groups. It has been observed that there is not a significant difference between favouritism and cynicism perceptions of teachers by class, branch, or period of service. It has been observed that there is a significant, positive, and medium level of relationship between favouritism and organizational cynicism. In the scope of this study, it has been observed that the perception of favouritism in schools is a significant predictor of organizational cynicism level.  Article visualizations

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

ANALYSIS OF THE PERCEPTIONS OF TEACHERS WITH REGARD TO EDUCATION INSPECTORS’ LEVELS OF CARRYING OUT THEIR DUTIES AND ROLES: A META-ANALYSIS STUDY

The approach of modern educational supervision aims to create self-improvement opportunities which are suitable for each teacher by considering their individual differences and personal traits. The aim of this study is to present the effect of teachers’ genders and seniorities on their perceptions with regard to Education Inspectors’ levels of carrying out their duties and roles. MA and PhD theses, and research articles discussing this issue in Turkey were taken into the scope of this study. As a result of the browsing, it was seen that there are 44 studies between 2000 and 2019 which are deemed appropriate for the inclusion criteria. Within the scope of these studies, the number of samples is 17060 which consist of 8703 female teachers and 8357 male teachers. As one of the methods used to synthesize research results and used in the re-analysis of the findings of empirical studies, meta-analysis method was used in the study. According to the results of the study, from the point of gender variable, a statistically insignificant level of effect size (d=-0,15; [-0,06/-0,22]) was detected for the benefit of male teachers as indicated by random effects model. From the point of seniority variable (33 studies), an effect size with statistical significance at an insignificant level (d=0,07; [-0,08/0,23]) was determined for the benefit of teachers with 1-10 years of experience as indicated by random effects model. The result that genders and seniorities of teachers have an insignificant level of effect on their perceptions with regard to Education Inspectors’ levels of carrying out their duties and roles can be considered as another topic of research stating that other factors apart from these variables (satisfaction with the occupation, socio-economic level, communication, culture, qualities of inspector etc.) might be effective.  Article visualizations

The effects of working in public or private schools on job satisfaction of teachers in turkey: A meta-analysis study* [Türkiye’de resmi ve özel okullarda çalışmanın öğretmenlerin iş doyumu üzerindeki etkisi: Bir meta-analiz çalışması]

Purpose: The main problem of this study is to investigate whether the school type (private/public) has any effects on job satisfaction of teachers or not to reveal the effects of the school type (private/public) on job satisfaction of teachers in Turkey. Research Methods: In this study, as one of the research synthesis methods, the meta-analysis method was used. In the analysis of the data, one of the group comparison meta-analysis methods, the Group Difference Method was used. Findings: According to the results of this research, in accordance with the random effects model (d=.56; [.41; .70]), a statistically significant medium level of effect size was detected in favor of teachers working in private schools concerning the school type variable. As a result of the conducted moderator analysis, it was determined that the effect sizes of the studies varied by the grade of education (p=.002), and the place of research (p=.00). Effect sizes of the studies did not differ significantly publication type (p=.07), the title of the teacher (p=.13), and the scale (p=.23). Implications for Research and Practice: In the context of this meta-analysis study, the findings suggest that qualitative and quantitative studies discussing which factors are effective in high job satisfaction of teachers working in private schools should be carried out. © 2020 Ani Publishing Ltd. All rights reserved