Correlation between Occupational Professionalism of Teachers and Their Fear of Loss of Dignity

The purpose of this study is to identify the correlation between occupational professionalism of teachers and their fear of loss of dignity. The sample for the study designed in accordance with the relational survey model is composed of 530 teachers who worked at primary schools, secondary schools and high schools in Muğla province, Turkey, and were selected through the disproportionate cluster sampling technique. The research data was gathered with the Occupational Professionalism of Teachers Scale and the Loss of Face Scale. Descriptive statistics, t-test, ANOVA and multiple regression analysis were used for analyzing the data. The data obtained shows that teachers have a high level of occupational professionalism and that they are the most professional in terms of occupational sensitivity. Occupational professionalism of teachers varies significantly by gender, type of school and seniority. On the other hand, teachers have an above-average fear of loss of dignity. Their fear of loss of dignity varies significantly by the type of school, yet shows no significant variation for gender or occupational seniority. All aspects of teachers’ occupational professionalism and their fear of loss of dignity show a low and significant correlation. It was seen that personal development and emotional labor aspects of occupational professionalism are significant precursors for teachers’ fear of loss of dignity

Turkish Adaptation of Readiness to Teach Online Survey

Bu çalışmada, Chi (2015) tarafından geliştirilen Çevrimiçi Öğretime Hazırbulunuşluk Anketinin Türkçeye uyarlanması amaçlanmıştır. Araştırmanın çalışma grubunu, 2015-2016 öğretim yılında Muğla Sıtkı Koçman Üniversitesi’nde görev yapan 138 öğretim elemanı oluşturmuştur. Çevrimiçi Öğretime Hazırbulunuşluk Anketi öğrenme öğretme süreci, sosyal bağ ve öğrenci katılımı, öğretim elemanlarına teknoloji desteği, ders tasarımı ve öğretimsel tasarım ve ölçme ve değerlendirme olmak üzere beş ayrı bölümden oluşmaktadır. Ankette 63 seçenekli, 13 açık uçlu ve 2 tane de yapılandırılmış maddeler içinden seçimler yapılarak yanıtlanacak sorular bulunmaktadır. Anketteki nicel veriler sağlayan maddelerin güvenirliği için hesaplanan Cronbach’s Alfa iç tutarlık katsayısı ,91 olarak bulunmuştur. Nitel verilerin analizinden elde edilen sonuçların alan uzmanları tarafından yapılan analizleri sonucunda, katılımcıların ankete verdikleri yanıtların, sorularda istenilen bilgileri doğrudan karşıladığı görülmüştür. Elde edilen bulgulara dayanarak; uyarlanan anketin Türkiye’deki yükseköğretim kurumlarında uygulanabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.This study aims to adapt Chi’s (2015) Readiness to Teach Online Survey into Turkish context. Participants of the study are 138 faculty members at Muğla Sıtkı Koçman University, Turkey, during the 2015-2016 academic year. The Readiness to Teach Online Survey consists of 63 Likert-type items, 13 open-ended questions, and two questions with structured items under five dimensions: Teaching and Learning, Social and Student Engagement, Faculty and Technology Support, Course Development and Instructional Design, Evaluation and Assessment. Cronbach’s alpha internal consistency coefficient for quantitative items in the survey has been found to be .91. Analyses of answers to open-ended questions by subject matter experts have indicated that participants’ answers are directly associated with the information anticipated from these questions. Based on the obtained findings, it is possible to say that the Turkish adaptation of the Readiness to Teach Online Survey is a valid and reliable measurement tool for higher education institutions in Turkey