Sinan Yalçin

Veteran Principals’ Views over the Effect of Positive Discipline on Classroom Management for Novice Teachers

One of the most effective ways to manage problematic students misbehaving in the classroom is positive discipline rather than punishment or rewards. Through positive discipline, novice teachers do not only enjoy peaceful and efficient classroom environment, but they also encounter less trouble in managing the classroom and enable students to learn well and adapt their behaviours to meet expectations in courses. The outcomes of positive discipline applied in classroom include students’ own self-discipline, consistent communication, self-regulation, self-confidence, self-respect and respect for others, reinforcement of expectations and long-term solution. The aim of this study is to evaluate the views of the experienced school principals over encouraging novice teachers to practice positive discipline strategies and determine their roles on this issue. We asked two open-ended questions to the participant principals to obtain the data: “What are the discipline issues in classroom environment” and “What should novice teachers do to place positive discipline in classroom?” We used a qualitative research method to evaluate and compare the views of the principals and to determine their suggestions on encouraging novice teachers to achieve smooth management in classroom environment. The research was carried out with the participation of ten school principals managing various primary schools, secondary schools and high schools in some cities in Turkey. From the data obtained from principals, we can argue that the principals have the most important roles for novice teachers to develop positive discipline strategies in the classroom by making the suggestions that novice teachers should not run away from misbehaving students, not fight back and not scare and punish them for their unwanted misbehaviours.

Öğretmenlerin İş Yaşam Kaliteleri İle Örgütsel Bağlılıkları Arasındaki İlişkinin İncelenmesi

Bu arastirmada ogretmenlerin is yasam kaliteleri ile orgutsel bagliliklari arasindaki iliski incelenmek istenmistir. Arastirmada nicel arastirma yontemlerinden tarama modeli kullanilmistir. Arastirma 2014-2015 egitim ogretim yilinda Erzincan ilinde gorev yapmakta olan ilkokul, ortaokul ve liselerde gorev yapan ogretmenler arasindan rastgele secilen 155 ogretmen uzerinde yapilmistir. Arastirmada is yasam kalitesi olcegi ve orgutsel baglilik olcegi olmak uzere iki adet olcek kullanilmistir. Arastirmadan elde edilen veriler SPSS paket programi yardimiyla analiz edilmistir. Yapilan analizler sonucunda ogretmenlerin is yasam kaliteleri arttikca orgutsel bagliliklarinin da arttigi sonucuna ulasilmistir. Arastirmadan elde edilen bulgulara gore ogretmenlerin is yasam kalitelerinin orgutsel bagliliklarinin anlamli bir yordayicisi oldugudur.

OKUL YÖNETİCİLERİNİN LİDERLİK STİLLERİ İLE ÖĞRETMENLERİN İŞ YAŞAM KALİTESİ VE ÖRGÜTSEL BAĞLILIKLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Ozet Ogretmenlerin is yasam kalitesi ve orgutsel bagliliklari uzerinde okul yoneticilerinin liderlik stillerinin etkisinin arastirildigi bu arastirma nicel arastirma yontemlerinden iliskisel tarama modelinde tasarlanmistir. Arastirmanin orneklemini 2013-2014 egitim ogretim yilinda Erzincan il merkezinde ilkokul, ortaokul ve liselerde gorev yapmakta olan 515 ogretmen olusturmaktadir. Arastirmada liderlik stilleri olcegi, is yasam kalitesi olcegi ve orgutsel baglilik olcegi kullanilarak veriler elde edilmistir. Arastirma modelinde ikisi bagimsiz biri bagimli olmak uzere uc degisken bulunmaktadir. Ancak, is yasam kalitesinin orgutsel baglilik uzerinde dogrudan ve dolayli etkiye sahip oldugu icin hem bagimli hem de bagimsiz bir degisken olarak dusunulmustur. Arastirmadan elde edilen sonuclara gore okul yoneticileri okul icerisinde genellikle donusumcu liderlik davranisi sergilemektedirler. Arastirma sonuclarina gore donusumcu liderlik stili ile is yasam kalitesi ve orgutsel baglilik arasinda pozitif yonde anlamli bir iliski oldugu gorulmustur. Yapilan analizler sonucunda okul yoneticilerinin liderlik stilinin ogretmenlerin is yasam kalitelerinin ve orgutsel bagliliklarinin anlamli bir yordayicisi oldugu sonucuna ulasilmistir. Anahtar Kelimeler : Liderlik Stilleri, Is Yasam Kalitesi, Orgutsel Baglilik

Relationship Between School Managers’ Conflict Management Styles and Interpersonal Cognitive Distortions

Abstract This paper was carried out with 68 school managers selected from central districts of Erzurum through stratified sampling, with the purpose of determining the relationship between school managers’ interpersonal cognitive distortions and the conflict management styles they employ. The data was analyzed using SPSS 16 statistics software. It was found that significant correlations that were at the same direction and close to the medium-level were between general scores of school managers’ interpersonal cognitive distortions and the conflict management styles of “compromising”, “dominating” and “avoiding”. There was no significant correlation at the sub-dimensions of “integrating” and “obliging”, and there were significant correlations between the sub-dimensions of school managers’ interpersonal cognitive distortions and several conflict management styles.

OKUL MÜDÜRLERİ LİDERLİK STİLİ ÖLÇEĞİNİN GELİŞTİRİLMESİ (OMLSÖ)

Bu calismanin amaci ogretmen algilarina gore okul yoneticilerinin liderlik stillerini olcmede kullanilabilecek bir olcek gelistirmektir. Olcegin gecerlilik ve guvenirlik calismalari 499 ogretmenin katilimiyla gerceklestirilmistir. Olcegin yapisal gecerligini test etmede acimlayici ve dogrulayici faktor analizine basvurulmus, guvenirlik calismasinda ise Cronbach Alpha, Sperman Brown ve Test Tekrar Test guvenirlik katsayilari hesaplanmistir. Calisma sonucunda toplam varyansin 54.19’unu aciklayan 3 faktor altinda 35 maddeden olusan bir olcek elde edilmistir. Acimlayici faktor analizi olcegin donusumcu, surdurumcu ve serbest birakici liderlik stili olarak ifade edilen 3 alt boyuttan olustugunu gostermistir. Her birisi ayri degerlendirilen donusumcu, surdurumcu ve serbest birakici liderlik boyutlari icin dogrulayici faktor analizi yapilmis, uc olcme modelinin de kabul edilebilir uyum indeksleri urettigi gorulmustur. Donusumcu, surdurumcu ve serbest birakici olceklerinin guvenirliginin ortaya cikarilmasi amaciyla yapilan analizlerde Cronbach Alpha, Sperman Brown ve Test Tekrar Test olcum sonuclarinin kabul edilen sinirlar icerisinde oldugu gorulmustur. Anahtar Kelimeler: Okul Yoneticisi, Liderlik, Liderlik Stili