Nezahat Güçlü

Examining the Relationship between Leadership Styles of School Principals, Organizational Silence and Organizational Learning

Article History: Received 06.05.2016 Received in revised form 06.01.2017 Accepted 29.01.2017 Available online 09.02.2017 This study examines the impact of leadership styles and organizational silence on the organizational learning according to the views of teachers. Using the associational research model, the study included totally 591 teachers employed in primary schools. In the study, “Multi-Factor Leadership Scale”, “Scale for Employee Silence” and “Scale for the Dimensions of Learning Organizations” were used as measurement instruments. As well as descriptive analyses, correlation analysis and a stepwise multiple regression analysis were used in analyzing the data. As a result of the study; it was observed that there were positively or negatively significant relationships between the variables of transformational leadership, transactional leadership, organizational silence and organizational learning. The results of the regression analysis show that the leadership styles and organizational silence are both significant predictors of organizational learning.

Eğitim Bilimleri Mezunlarının İstihdamı Akademik Personelin Beklentileri

Bu arastirmada, egitim bilimleri programlarindan mezun elemanlarin istihdam edilebilecekleri alanlar konusunda, Egitim bilimleri fakultesinde ya da bolumlerinde calisan akademik personelin beklentilerinin belirlenmesi amaclanmistir. Calisma kapsaminda veri toplanan dort universitenin akademisyenlei, Egitimde olcme Degerlendirme EOD) ve Halk Egitimi (HE) programi mezunlarinin istihdan olanaklarini diger program mnezunlarindan daha sinirli gormekledirler. Ayni akademisyaen grup, egitim bilimlerinden mezun olanlarin en az istihdam edilmesini bekledikleri kesim,ozel okullardir.

Türkiye’de İlköğretim Sisteminin Geliştirilmesi İçin Gelecek Senaryoları

The purpose of this study is to analyze the current situation in Turkish Primary Education and determine the possible future scenarios towards changes in age population, probable problem areas in the future, alternative policy suggestions, and process of improving the quality in education. Therefore, qualitative research method and phenomenology design were conducted in the study. Purposeful sampling method, maximum variation, and criterion sampling were applied to select the participants. A semi-structural interview form was developed by the researcher and used to gather data in the study. Data of the study were examined in the dimensions of population and quality. The findings of the study demonstrated that the key factor in determining the success in primary schools was the quality of teachers. As a result, it can easily be said that Turkey needs to develop a model for improving quality in primary schools based on its own characteristics and conditions.

Liderlerin Sosyal Davranış Tarzları ve Geliştirilmesi

Bu makalede, liderlerin temel sosyal davranis tarzlari ile lideri duygusal ve sosyal yonden gelistirmek icin sosyal beceri egitimi ve duyarlik egitimi incelenmistir. Temel sosyal davranis tarzlari; dostane, analitik, destekleyici ve anlatimci olmak uzere dorde ayrilir. Bireyler birbirleriyle iletisim kurarlarken veya birbirlerini etkilerlerken, bu davranis tarzlarindan biri daha baskindir.

Eğitim Yöneticiliği ve Sosyal Beceriler

Yeterlik kavrami, belli bir gorevde bir kisinin genel performansinin niteligi veya uygunluguna isaret eden genel bir degerlendirmedir (McFall. 1982). Yeterlik, insanin bir davranisi yapmak icin gereken bilgiyi ve beceriyi kazanmasidir. Bilgi insanin karsi karsiya bulundugu durumu irdelemek, anlamak, kendini anlatmak, durumun gerektirdigi eylemlerde bulunmak icin kullandigi dusuncedir. Beceri ise. bir davranisin kolaylikla, ustalikla, gereken nitelikte, yontemde ve bicimde yapilabilmesidir (Basaran. 1992: 108). Bireyi, yeterlige ve mukemmellige dogru goturmede beceriler buyuk onem tasimaktadir. Cunku becerili insan, dogustan getirdigi gorus, duyarlik, guc yeteneklerine caba. dikkat ve diger kaynaklan katma ile hedeflerini etkili olarak basarirlar. Singleton (1983:292). becerileri pratik, bilissel ve sosyal olmak uzere uc grupta toplamistir. Sosyal beceriler, bilginin karsilikli degisimin iceren ozu olustururlar. Sosyal becerilerin anahtar ozellikler olmalari, kisisel yapilari kurmalari bu becerilerin gelistirilmelerini gerekli kilmaktadir (Buyukkurt. 1994).