Ahmet Cezmi Savas

Experiencing a Learning Organization: School Administrators Identify Causes of Teacher Ineffectiveness

Abstract This study aimed to determine school problems that cause teacher ineffectiveness, and to find possible solutions to these problems in school improvement. This descriptive study aimed to analyze and identify the current situation. Semi-structured interview technique was used to collect qualitative data. Participants in this research were 17 administrators from 6 schools in city of Gaziantep in the 2012-2013 academic years. In the experience of learning school, school administrators detect problems of the school and aim to find solutions with meetings. Within the research project of the Learning Organization, 12 meetings were held guided by an experienced coach. Participants were asked: “What are the factors that cause ineffectiveness of teachers in school improvement?” In this qualitative research, content analysis was carried out on recorded administrators’ responses. In the findings of research 5 main themes were identified: inadequate teacher education, lack of diversity, limited teaching ability, lack of motivation, and emotional exhaustion. Consequently the administrators identified several responses including determining salary based performance and arranging seminars to develop pedagogical content knowledge.

Mediation Effect of Schools' Psychological Climate on the Relationship between Principals' Leadership Style and Organizational Commitment

Abstract Educational organizations are facing new challenges due to global changes affecting countries economically, cultural and socially. This wave of changes is creating new demands from schools and school leaders must look for ways to meet these demands and to direct their employees towards organizational goals. School climate and teachers’ commitment to organization, which are two significant assets for organizational performance, are influenced by how leaders use their leadership capabilities in organizational processes. This study aims to assess the mediating effect of psychological climate on the relationship between leadership styles and teachers’ commitment. The results show that psychological climate is a partial mediator in that relationship. In other words, principals’ leadership abilities influence organizational commitment both directly and through psychological climate. As a result, it is indicated that to increase teachers’ commitment, leaders must focus on increasing positive psychological climate

The Moderation Effect of the Teachers' Anxiety on the Relationship Between Empowerment and Organizational Commitment

Abstract This study aims to determine the moderation effect of anxiety competencies of teachers on the relationship between primary empowerment and organizational commitment. The target population of this research, which is in causal-comparative model, consists of school administrators and teachers working in primary schools in the city center of Kahramanmaras in 2012-2013 academic year. The sampling of the research consists of 165 teachers who were selected randomly from the target population. Data were analyzed by hierarchical multiple linear regression method. As a result, empowerment competencies of teachers and anxiety competencies of teachers significantly predict Organizational Commitment levels. The results of the moderation tests show that teachers’ anxiety is moderator of the relationship between empowerment and organizational commitment levels.

The Effect of Problem Posing Instruction on 9 th Grade Students' Mathematics Academic Achievement and Retention

Abstract The purpose of this research is to examine the effects of problem posing intervention on 9th grade students’ mathematics achievement and retention. The subject triangles were used in the research as a tool to observe the differences between experimental and control groups. Effects of problem posing instruction analyzed by specially designed tests on pre and post activities. Meanwhile, sought student responses were through individual meetings. This study has been conducted with 9th grade students at a Kazakh High School for gifted students during the second semester of 2012-2013 academic year. 60 students were divided into two groups. One of the groups was experimental and the other was control group. There was equal number of students in each group, that is, 30. The research duration was two months in the same school. Within this research, a mixed methods design is used with quantitative and qualitative components. Data from quantitative component that was pre and post test were analyzed by using SPSS computer package. Qualitative design included data through which students were compared from pre to post intervention opinions. The Mathematics Achievement Test were used in order to measure the students’ mathematics academic achievement and retention as well. The reliability of the tests was measured by special techniques and the value of Cronbach’s Alpha constant was calculated as 0.93 for achievement test. During the problem posing instruction with experimental group students we used the activities that were specially designed triangles problems in the light of problem posing stages. Traditional educational methods were used in the control group. In addition, some questions were prepared for the students who got extreme scores from the activities. At the end of the research, data was evaluated by using paired sample t-test and the analyses of interview with students were conducted by using the descriptive methods.

The Effects of Science Teachers' Perception of Learning Organization on Job Satisfaction

Abstract Learning organizations not only contribute to the organization but also to the employee’s wellbeing. The approach of a learning organization’s benefits for the employees is as follows: people who work in the learning organizations are happier in their lives. In this research, it was aimed to determine a t what levels are the effects of Science teachers’ working for Gaziantep National Education Administration, the perception of a learning organization paradigm on job satisfaction. It will be examined whether science teachers’ perception of learning organization affect their job satisfaction in a positive way. As the relationship between science teachers’ perception of a learning organization on job satisfaction was designated to be examined, t he research design was determined to be causal-comparative. The population and sample: this study’s population is primary school science teachers working at primary schools within the Gaziantep city boundary in the 2012-2013 academic years. A randomly selected 99 science teachers from this population is the sample of this research. Two scales were used in order to gather the data for this research: Job satisfaction Scale (Short Form Minnesota Satisfaction Questionnaire-MSQ) and Learning Organization Scale (LOS). Data was analyzed by using the hierarchical multiple linear regression models. Findings of this study indicate that perception of general job satisfaction of teachers’ learning organizations predicts their job satisfaction strongly and positively. In the light of the findings, some recommendations were made.

Effective classroom management and faces: a search for relationship

Classroom atmosphere is highly affected by emotions shared between teachers and students and a positive classroom atmosphere is vital for effective classroom management. As emotions are displayed through teachers’ facial expressions, how they are used in different situations influence the overall effectiveness of classroom management. This study aims to reveal facial expressions preferred by teacher candidates towards class situations during science teaching. Qualitative data collection tools were used during the study and “Holistic Single Case Design” method was used. The population of the study consists of 45 science teacher candidates studying in a university in South-east of Turkey chosen by purposive sampling method. The study revealed that teacher candidates would show happy (11 participants), ecstatic (7 participants), stoic (7 participants), talking (11 participants), serious (11 participants) and thinking (1 participant) facial expressions as such respectively. They also stated that they would show stoic (11 participants), serious (9 participants), angry (7 participants), surprised (6 participants), sad (4 participants) and intense (3 participants), scared (1 participant) and furious (1 participant) facial expressions when they encounter a negative event when they encounter a negative event as such respectively.

Elementary School Administrators and Their Roles in the Context of Effective Schools

As in every organization, leadership plays the most important role in conducting business in school organizations as well. Organizations reach their goals more effectively and more efficiently when they are effective. The aim of this study is to assess data regarding qualities and training of effective school leaders. To achieve this end, a qualitative study was designed and related data were collected. A form consisting of six open-ended questions was developed as a data collection tool. The study was conducted with a group of 26 teachers and four administrators. The data were analyzed through content and descriptive analysis. It was expected that effective school principals have strong interpersonal relationships, have leadership qualities, and are considerate in terms of social and personality traits. Some suggestions regarding the training of principals were also presented.

A NEW SCHOOL PARADIGM: "LEARNING SCHOOL" FROM TEACHERS PERSPECTIVE

Organizational learning is an organization’s transfer and use of information that has obtained to improve its performance. The purpose of the research is to determine the level of perceptions of teachers working for the Ministry of Education in Hakkari about learning school paradigm. The study was designed according to descriptive research model. Quantitative approach was used for collecting data on such measurable variables as demographic characteristics and perceptions of teachers. The study group consisted of 306 teachers of 27 primary secondary schools in Hakkari city in the fall of 2011/2012 term. The data were obtained through the questionnaire that was was delivered to all primary schools in Hakkari city. As a result, it can be seen that personal mastery increases seniority increases and It is seen that females’ system thinking points are higher than those of males. In the light of findings, some recommendations were made.