Ali Aksu

Primary school teachers vıews about supervisional deviant behaviours

This research examines supervisional deviant behaviours depending on the primary school teachers’ view in Izmir, Turkey. Organizational or workplace deviant behaviours have been studied in number of studies and these types of behaviours are determined. It is obvious that solving the problems of orgaizational deviance contribute to meet organizational objectives. Since the supervision process which aims at revealing the realization level of organizational goals is one of the important part of organizations, determining and solving the problems of supervisional deviant behaviours can also contribute to meet the targets. Therefore this study is organized to determine supervisional deviant behaviours in supervision process depending on the primary school teachers’ opinions. Qualitative research was conducted in this study. Extreme-end sampling was used as a procedure of data collection. MAXQDA10.1 data analysis programme is used to anlayze the data. According to research findings supervisional deviant behaviours are observed in Turkish primary schools and supervisional deviance is influenced by three themes namely “supervisors’ individual deviant behaviours”, “deviant behaviours resulted from supervisors inabilities” and “supervisors unethical deviant behaviours”. Consequently, educational system should take some measures to overcome the negative effects of supervisional deviant behaviours for better learning outcomes. Key words: Organizational deviance, supervisioanl deviance, primary school teachers’ views.

The Opinions of High School Principals about Their Schools' Reputation.

With a notice that was issued by the Ministry of National Education, all the public high schools were gradually converted into Anatolian High School as of 2010. The aim of this research is to determine the criteria of school reputation of Anatolian High schools and how and to what extent the criteria changed after the notice was issued. Qualitative research was conducted in this research. The procedure of data collection is rooted in a maximum variation sampling. Anatolian High schools located in Buca, Izmir, were classified according to students’ placement scores and by dividing these schools according to levels such as upper, low and intermediate, two school principals from each level were interviewed face-to-face. The data were analyzed with the computer programme MAXODA. The findings were edited considering the implementation of converting general high school into Anatolian High School. According to the findings, school reputation is influenced by 7 themes, namely “Being a Preferable School, The Education Quality of the School, Relationships with the Environment, The Adequacy of Financial Resources, The Service Quality of the School, Management Skills and The Effect of the Conversion of Anatolian High Schools.” It was understood that the school reputation of schools that were Anatolian High schools before the notice was issued declined whereas the school reputation of schools that were converted into Anatolian High school with the notice increased. Key words: Schools’ reputation, Anatolian High Schools, Turkey education system, quantitative research.

VAROLUŞÇU OKUL YÖNETİCİSİ DEĞERLENDİRME ENVANTERİ

Okul yoneticilerinin sorumluluklari altinda olan ogrenci ve ogretmenlerinin yaraticiliklarini on plana cikaracak bir yonetim modeli gelistirmeleri gerekmektedir. Bunun icin okul yoneticilerinin ogrencilerin ve ogretmenlerin ozgur birey olmasi sorumlulugunu ne derece yerine getirdigi kritik bir onem tasimaktadir. Bu calismanin amaci, okul yoneticilerinin varoluscu dusunce cercevesinde degerlendirilmesini saglayacak bir olcme aracini gelistirmektir. Bu amacla gelistirilen Varoluscu Okul Yoneticisi Degerlendirme Olcegi’ni olusturan 25 madde ve 3 faktorun istenen niteliklere sahip olmasi ve yapilan acimlayici ve dogrulayici faktor analizleri sonucunda gecerliliginin ve guvenirliliginin yuksek olmasi kullanilabilecegini gostermektedir.

A Study on the Validity and Reliability of the University Placement Exam Success Scale

Abstract This paper aims to provide a scale in order to determine teachers’ perspective on the LYS success. A 45-item scale was developed as a result of literature review. In order to check the validity and reliability, the scale was applied to 638 high school teachers working in 36 public schools in Kocaeli. In this paper we show that the LYS-success scale can be used due to its high validity and reliability assured through confirmatory and exploratory factor analysis and due to the fact that components, 12 item and 4 factors, forming the LYS-success scale have desired qualifications. LYS about the success of students, parents and administrators in the area will contribute to the development of scales.