Ramazan Cansoy

Examining the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy

The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.,The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.,The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.,School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.

Organisational Trust in Schools: A Critical Review of Empirical Research in Turkey

The aim of this study was to conduct an in-depth analysis of the articles focusing on organisational trust in Turkish schools published between 2005 and 2017 and systematically review the findings, results and suggestions reported in these articles. A total of 46 articles were examined in the study in which thematic content analysis, a qualitative research method, was used. This systematic review showed correlational model, which is a quantitative research method, and was often employed in the literature. The correlational studies mostly focused on the relationships between organisational trust and the concepts of organisational commitment, organisational justice, organisational citizenship and school culture. Organisational trust was reported to be above moderate level based on the perceptions of the sample. Organisational trust in schools were examined mostly in the dimensions of trust in administrator, trust in colleagues, trust in student and parents, trust in staff, communicative environment and openness to innovation. In the studies, researchers were suggested to conduct further studies with different school types and samples and use qualitative research methods. As for practitioners, administrators were suggested to exhibit fair behaviours, determine and eliminate the elements that reduce trust in school, and implement open-door policies in communication. Since trust among individuals is embedded and implicit in the structure of interpersonal or organisational relationships, qualitative and longitudinal studies can be conducted to examine the concept of organisational trust in detail in the future.

The relationship between the self-efficacy level of pre-service teachers and their classroom management strategies

B ir yaflam alan› olarak görülen s›n›flarda ö¤retmenin rolü giderek önem kazanmaktad›r. Buna karfl›n ö¤retmenlik mesle¤i toplumsal de¤iflmelerden fazlas›yla etkilenmektedir. Ö¤retmenler s›n›flar›nda ö¤renme sorunu olan, disiplin sorunu yaflayan ya da farkl› problemleri s›n›f ortam›na getiren ö¤renciler ile bir arada bulunmakta ve ö¤rencileri s›n›f Bu araflt›rma, ö¤retmen adaylar›n›n özyeterlik alg›lar› ile s›n›f yönetimi stratejilerine yönelik alg›lar›n›n düzeylerini belirlemeyi ve aralar›ndaki iliflkileri ortaya koymay› amaçlamaktad›r. ‹liflkisel tarama modelinde olan araflt›rman›n çal›flma grubunu, 2014–2015 e¤itim ö¤retim y›l›nda ‹stanbul Ticaret Üniversitesi’nde pedagojik formasyon derslerini alan 609 kad›n, 191 erkek olmak üzere 800 ö¤retmen aday› oluflturmaktad›r. Çal›flma grubunun %60’› fen ve edebiyat fakültelerine devam eden ö¤rencilerden, %40’› ise mühendislik, iflletme, hemflirelik gibi farkl› bölüm ö¤rencilerinden oluflmaktad›r. Verilerin toplanmas›nda Schwarzer ve Jaruselam (1995) taraf›ndan gelifltirilen ve Aypay (2010) taraf›ndan Türkçe’ye uyarlamas› yap›lan Genel Özyeterlik Ölçe¤i ve Çakmak, Kayabafl› ve Ercan (2008) taraf›ndan gelifltirilen S›n›f Yönetimi Stratejilerine Yönelik Anket kullan›lm›flt›r. Verilerin analizinde aritmetik ortalama, fark testleri ve korelasyon analizleri kullan›lm›flt›r. Araflt›rmada, bir meslek olarak ö¤retmenli¤i yapmak için formasyon program›n› tercih edenlerin özyeterliklerinin, farkl› nedenler ile bu program› tercih edenlerden daha yüksek oldu¤u görülmüfltür. Ö¤retmen adaylar›n›n özyeterlik alg›lar›n›n cinsiyet, yafl ve e¤itim düzeylerine göre farkl›laflmad›¤› görülmüfltür. Araflt›rmada, ö¤retmen adaylar›n›n, özyeterlik ve s›n›f yönetim stratejilerine yönelik alg›lar›n›n çok yüksek düzeyde oldu¤u bulunmufltur. Araflt›rmada, ö¤retmen adaylar›n›n özyeterlik alg›lar› ile s›n›f yönetimi stratejileri alg›lar› aras›nda orta düzeyde ve pozitif yönde anlaml› bir iliflki bulunmufltur.

Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının bir yordayıcısı olarak bireysel değerler

Bu arastirmanin amaci ogretmen adaylarinin bireysel degerleri ile ogretmenlik meslegine yonelik tutumlari arasindaki iliskilerin incelenmesidir. Arastirmanin calisma grubunu 2015- 2016 egitim-ogretim yilinda Istanbul Ticaret Universitesi ve Karabuk Universitesinde pedagojik formasyon programinda ogrenim goren 210 ogretmen adayi olusturmustur. Arastirma verileri Kisisel Degerler Envanteri ve Ogretmenlik Meslegi Tutum Olcegi kullanilarak elde edilmistir. Verilerin analizinde aritmetik ortalama, Pearson Carpim Momentler Korelâsyon Analizi ve Coklu Dogrusal Regresyon Katsayisi kullanilmistir. Arastirmada elde edilen bulgulara gore, ogretmen adaylarinin bireysel degerlerinde dair algilarinin ve ogretmenlik meslegine yonelik tutumlarinin yuksek duzeyde olumlu oldugu bulunmustur. Bireysel degerler ile ogretmenlik meslegine yonelik tutum arasinda pozitif yonde anlamli iliskiler oldugu ortaya konulmustur. Ogretmen adaylarinin bireysel degerlerinin ogretmenlik meslegine yonelik tutumu pozitif yonde ve anlamli olarak yordadigi gorulmustur. Sonuclar ilgili literatur baglaminda tartisilmistir.