Servet Özdemir

A Qualitative Evaluation of a Conditional Cash Transfer Program in Turkey: The Beneficiaries' and Key Informants' Perspectives

ABSTRACT Since the 2001 economic crisis, conditional cash transfers (CCTs) have been provided to poor families in Turkey to improve education and health outcomes of children. Under the framework of CCT programs, grants provide an incentive for poor households to use available basic social services. The aim of this study is to explore beneficiaries’ perspectives in relation to a CCT program in Turkey. The in-depth study design entailed semistructured qualitative interviews with beneficiary households and key informants. A total of 397 in-depth interviews were conducted. Analysis results suggest that the CCT program not only positively affected health and educational outcomes, but also contributed to the empowerment of women and improved the self-esteem and self-confidence of beneficiary children. Recommendations for future research are made including the need for an impact evaluation analysis that employs quantitative research methods designed to improve the provision and quality of the basic social services.

Okul Müdürlerinin Öğretim Liderliği Davranışları ile Okulun Örgütsel Sağlığı Arasındaki İlişki

Bu arastirmanin amaci ogretmen algilarina gore ilkogretim okulu mudurlerinin ogretim liderligi davranislari ile okulun orgutsel sagligi arasindaki iliskiyi incelemektir. Bu arastirma iliskisel tarama modelinde betimsel bir calismadir. Arastirmanin evrenini, Kastamonu ilinde 2009-2010 ve 2010-2011 egitim-ogretim yilinda, ilkogretim okullarinda gorev yapan ogretmenler olusturmustur. Arastirmada evrenin tamamina ulasilmasi hedeflendiginden orneklem alinmamistir. Arastirma verilerinin toplanmasinda “Orgut Sagligi Envanteri” ve “Okul Mudurlerinin Ogretim Liderligi Davranislari Anketi” kullanilmistir. Arastirmanin alt problemlerinin cozumlenmesi amaciyla Pearson Momentler Carpim Korelâsyon Katsayisi (r) ve Coklu Dogrusal Regresyon Analizi kullanilmistir. Bulgulari degerlendirdigimizde; ogretim liderligi ve orgut sagligi ile ilgili degiskenler arasi korelasyon sonuclari yuksek duzeyde pozitif yonlu iliskilerin varligina isaret etmektedir. Regresyon analizi sonuclarina gore ise okul mudurlerinin ogretim liderligi davranislarinin butun boyutlarda orgutsel sagligin anlamli bir yordayicisi oldugu bulunmustur.

EĞİTİM FAKÜLTELERİNİN VİZYON ve MİSYONLARINA KARŞILAŞTIRMALI BİR BAKIŞ

Bu arastirmanin amaci egitim fakultelerinin vizyon ve misyon ifadeleri ile ogretim elemanlarinin egitim fakultelerinin vizyon ve misyonlarina iliskin goruslerinin karsilastirilmasidir. Arastirmada nitel arastirma yontemi kullanilmistir. Arastirmada iki tur calisma grubu belirlenmistir. Ilk calisma grubunu amac, vizyon ve misyon ifadeleri incelenecek egitim fakulteleri olusturmaktadir. Bu egitim fakultelerinin belirlenmesinde amacli ornekleme yontemlerinden tabakali ornekleme ve olcut ornekleme yontemleri birlikte kullanilmistir. Arastirmanin ikinci bolumunde ise calisma grubunu arastirma kapsaminda ele alinan egitim fakultelerinde gorevli ogretim elemanlari olusturmaktadir. Ogretim elemanlarinin belirlenmesi asamasinda ise kolay ulasilabilir durum orneklemesi yontemi kullanilmistir. Arastirmada oncelikle, egitim fakultelerinin stratejik planlarinda yer alan vizyon ve misyon ifadelerine dokuman incelemesi yontemi ile ulasilmistir. Ogretim elemanlarinin, egitim fakultelerinin vizyon ve misyonlarina iliskin goruslerine ulasilmasi amaciyla ise arastirmacilar tarafindan gelistirilmis olan, standartlastirilmis acik uclu sorulardan olusan gorusme formu kullanilmistir. Verilerin analizinde ise icerik analizi yontemi kullanilmistir. Arastirma sonucunda egitim fakultelerinin vizyon ifadeleri ile ogretim elemanlarinin, egitim fakultelerinin vizyonlarina iliskin gorusleri karsilastirildiginda “Ogretmen Egitiminde Oncu Bir Fakulte Olmak” ortak temasinin olustugu; Egitim fakultelerinin misyon ifadeleri ile ogretim elemanlarinin, egitim fakultelerinin misyonlarina iliskin gorusleri karsilastirildiginda ise “Ogretmen Adaylarina Kazandirilmak Istenen Ozellikler” temasinin her iki grup icin ortak tema olarak olustugu gorulmektedir.

Öğretmen Adaylarının Bireysel ve Örgütsel Değerler ile Öğrencilerde Görmek İstedikleri Değerlere İlişkin Önem Sırası Algıları

The purpose of this study was to examine the relationships among prospective teachers’ importance rankings regarding their individual values, organizational values and the values they want to see in their students. This study also investigated the differences among the perceptions of participants on the value rankings by the variables of gender and views about the future of teaching profession. A total of 455 prospective teachers selected from final year undergraduate students studying at Gazi Faculty of Education using cluster-sampling method participated in the study. ‘Value Ordering Scale’ was used to collect the research data. Spearman’s rho correlation coefficients, Mann-Whitney U, and Kruskal-Wallis H tests were performed to analyze data. The research findings revealed that prospective teachers gave more priority to the values such as honesty, respect and trust. However, risk taking, participation, and cooperation were placed at the bottom of the list according to their importance. Moderate, positive, and significant relationships were found among prospective teachers’ individual and professional values and the values they wanted to see in their students. In terms of individual values, while empathy and trust were seen as more significant by female prospective teachers, males thought tolerance and risk taking were more important. On the other hand, although honesty and sensitivity were perceived as more important by males, female prospective teachers gave more importance to respect and responsibility as professional values. With regard to the values expected from students, female prospective teachers gave more priority to empathy, respect, and responsibility. Moreover, prospective teachers having negative thoughts about the future of the teaching profession perceived honesty as more significant. Several suggestions were made for improving the congruence between prospective teachers’ individual and professional values.