Ali Çağatay Kilinç

The Relationship between Teachers’ Perceptions of Organizational Culture and School Capacity for Change

The purpose of this study was to examine the relationship between organizational culture and school capacity for change. A total of 415 teachers employed in 20 primary schools in Kastamonu, Turkey participated in this study. The “School Capacity for Change Scale” and the “Organizational Culture Scale” were used to gather data. Mean, standard deviation, correlation, and regression analyses were performed to analyze the data. Results indicated that school capacity for change and school culture was positively and significantly correlated and that school capacity for change was a significant predictor of school culture. Results of the study were discussed with respect to improving teacher self-efficacy

School Teachers' Pupil Control Ideologies as a Predictor of Teacher Professionalism

Abstract Teacher professionalism is one of the constructs that has recently attracted educational researchers’ attention to improve student learning. The purpose of this study was to examine the relationships between teachers’ pupil control ideologies and teacher professionalism. A total of 234 high school teachers participated in the study. This study used “Teacher Professionalism Scale” and “Pupil Control Ideologies Scale” to gather data. The results revealed that teacher professionalism was significantly and negatively related to teachers’ pupil control ideologies. The results also demonstrated that pupil control ideology negatively and significantly predicted teacher professionalism. The results of the study are discussed in regard to fostering teacher professionalism in schools.

Examining the Teaching Practice Experiences of Students of Karabuk University Faculty of Literature Having Participated in Pedagogical Formation Certification Program: A Phenomenological Analysis

This study focused on the meaning of teaching practice according to the lives and experiences of students of Karabuk University Faculty of Letters who participated in pedagogical formation certification program. This qualitative study designed in a phenomenological approach is significant to see how students who participated in pedagogical formation certification program make sense of teaching practice. Criterion sampling and maximum variation sampling under purposeful sampling methods were conducted to determine the participants of the current study. A semi-structured interview form was used to gather data. We conducted data analysis processes entitled bracketing, phenomenological reduction, imaginative variation and the synthesis of meaning and constituents of the experience. Results revealed that the teaching practice phenomenon was composed of four interrelated components entitled grasping the importance of classroom management strategies and knowing the materials to be used, practicing in teaching profession, first step for the teaching profession and job satisfaction. The results of the current study were discussed in the line with the related literature and some suggestions were presented.