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Öğe College students' knowledge levels concerning university governance(2009) Dönmez B.; Özer N.The purpose of this study was to determine knowledge levels of the college students' regarding university governance. It was also intended to determine whether students' knowledge levels differ significantly in terms of the variables, including gender, department and grade. The population of the study comprises of a total number of 4271 students enrolling in İnönü University Faculty of Education during 2006-2007 academic year. Sample of the study was consisting of 1029 students chosen from all departments and classes by proportional cluster sampling method. Data gathered by a survey instrument developed by the researchers. Frequency distribution, percentage and Chi-square techniques were performed for the data which were obtained from the survey. The results showed that students have inadequate knowledge regarding councils/ committees playing a role in university or faculty governance. Results also indicated that compared to females, males have more accurate knowledge as regards university governance and, as class level increases knowledge levels of students also increases too.Öğe Cyberbullying, Cybervictimization, and School Burnout Among High School Students(T.C. Milli Egitim Bakanligi, 2021) Özer N.; Şad S.N.The main purpose of this research is to determine the high school students' levels of cyberbullying, cyber-victimization and school burnout. It is also aimed to investigate students? levels of cyberbullying, cyber-victimization and school burnout in terms of gender, school type and grade level variables. Finally, it is aimed to investigate whether cyberbullying and cybervictimization are significant predictors of school burnout. A total of 604 students from 10 different high schools in Kırıkhan district of Hatay province during 2015-2016 academic year participated to the study. Cyber bullying scale and school burnout scale were used to collect data. As a result of the descriptive analyzes, it was found that participating students? frequency of cyberbullying behaviors ranged between "never" to "once a week". The results also showed that the students' levels of burnout differed significantly according to gender and school type, while their cyberbullying behavior showed a significant difference only according to the school type. In terms of school burnout, it was found that compared to the males, female students had experienced burnout more, and students from vocational schools experienced burnout more than students attending to other types of high schools. In terms of cyberbullying, it was found that the students who study at Anatolian High Schools both do more cyberbulling and are cyberbullied more than the students of other high school. As a result of the regression analysis, cyberbullying and cybervictimization were found to be significant predictors of school burnout and they together explain about 11% of the total variance in school burnout scores. © 2021. All Rights Reserved.Öğe Institutional factors related to school safety and some precautions(2007) Özer N.; Dönmez B.An educational environment that students and school personel feel safe and free of intimidation, is one of the basic conditions in order to realize teaching in schools and to reach educational aims. However sometimes there are some inappropriate issues for teaching that may arise from students, teacher, administrator, school buildings or community. It is difficult to consider all of the individual, familial, social and institutional factors that may prevent school safety and also to take precautions to reduce their negative effects. But at least, institutional factors affecting school safety and its negative effects on teaching activities should be minimized. The purpose of this article is to define institutional factors in literature that affect school safety.Öğe Investigation of the primary school principals' sense of self-efficacy and professional burnout(2013) Özer N.This study aimed to determine the school principals' sense of self-efficacy, burnout and the relationship between principal self-efficacy and burnout. The participants of the study comprised a total of 119 (F=7, M=112) primary school principals, attending an in-service training program arranged jointly by Inonu University Faculty of Education and TED Malatya College, during 3-5 May, 2009. Participants' sense of efficacy and burnout were measured by an adapted version of Principal Sense of Efficacy Scale and Friedman School Principal Burnout Scale. Results revealed that principals' views about sense of efficacy differ significantly in terms of professional experience and principals' levels of burnout differ significantly in terms of student population in school. Regression analyses showed that efficacy for management, instructional leadership and moral leadership accounted for approximately 15% of the variance for principal burnout, however, it was efficacy for moral leadership the only significant predictor of professional burnout. ©IDOSI Publications, 2013.Öğe Relationship between secondary school teachers' perceptions on school culture profile and organizational trust(T.C. Milli Egitim Bakanligi, 2016) Özer N.; Akbaş M.The primary purpose of this research is to investigate the relationship between school culture profile and teachers' organizational trust. It was also aimed to determine if culture profile and trust levels' of teacher differ significantly in terms of gender and working duration with school principal. Data was gathered from the teachers working in secondary schools located in Malatya through 2013-2014 semester using random sampling method. Organizational Culture Profile and Omnibus T scales were conducted on the participants. The gathered data was analyzed using frequency, percentage, independent samples t test and multiple linear regression test. Results showed that teachers' trust in principal differ significantly in terms of working duration with principal. Teachers' perception regarding bureaucratic culture differ significantly by gender. Finally regression analysis showed that while supportive and innovative school cultures predict teacher trust in colleagues, bureaucratic and supportive school cultures predict trust in principal.Öğe School administrators’ tendencies towards change(Ankara University, 2015) Canlı S.; Demirtaş H.; Özer N.The purpose of this study was to determine the school administrators’ tendencies towards change. The population of this descriptive study was comprised of a total of 212 school administrators, 116 of whom serve in primary schools and 96 of whom serve in secondary schools in the city centre of the province of Adiyaman, Turkey. In the study, appropriate sampling method was used and applied to 151 school administrators from these schools who agreed to participate as volunteers. School Administrators’ Tendencies towards Change scale was used in order to measure the participating principals’ tendencies towards change. As a result of the study, it was determined that school administrators were mostly entrepreneurs in the case of change, that they believe in benefits of a change, that they tend to maintain the status quo and meet change with moderate resistance. Overall, school administrators were mostly found to have tendency towards change. School administrators’ tendencies towards change differed significantly in terms of variables of gender and educational level, while they did not differ significantly in terms of variables including area of expertise, type of task, seniority and type of school. © 2015, Ankara University. All rights reserved.Öğe Students'perceptions regarding the fairness of learning environment in faculty of education(2010) Özer N.; Demirtaş H.Problem Statement: The desire to be treated fairly is a common human preference. Hence justice can be regarded as an important concern in everyday life including educational settings. There are many studies aiming at determining students' perceptions of distributive, procedural, and interactional justice pertaining to educational settings. The findings of these studies indicate that students' perceptions of justice are of great importance with regard to many variables contributing to the efficacy and productivity of the education-instruction activities, such as improving a productive teacher-student communication, and enhancing student attention, motivation and achievement. Purpose of the Study: The aim of this research is to determine how the students in the Faculty of Education perceive their learning environment in terms of fairness. Method: The population of this descriptive study comprised a total number of 3.817 students (F= 1.822, M= 1955) attending Faculty of Education at Inönü University during the 2007-2008 fall semester. A sample of the study included a total number of 405 (F= 195, M= 210) students selected from all departments and classes by a proportional stratified sampling method. Data was gathered by a survey instrument entitled: Fair Learning Environment Questionnaire. Independent Samples t-test, One WayANOVA, and LSD tests were performed for the analysis of the data obtained in the survey. Findings and Results: As a result of the research it was found that compared to male students, female students are more likely to perceive their learning environment fair. It was also revealed that students' perceptions differ significantly in terms of department variable, and students' perceptions of fairness decrease, as grade level increases. Conclusions and Recommendations: An analysis of the overall findings leads us to conclude that the "partially" and "moderately" fair perception of education institutions' training future teachers indicates a serious drawback. It is important to note that educational faculties are not only responsible for equipping the future teachers with some sets of knowledge, but above all they are, and supposed to be, the institutions to furnish them with professional teaching attitudes and behaviours.Öğe A validity and reliability study for the school climate scale(Ankara University, 2018) Canlı S.; Demirtaş H.; Özer N.The purpose of this study is to develop a valid and reliable school climate scale that is based on the perceptions of the teachers employed in schools. For the purposes of establishing the exploratory and confirmatory factor analyses and test-retest correlations of the scale, the study was conducted on three different study groups. The study groups in question consisted of 264 teachers for the exploratory factor analysis; 242 teachers for the confirmatory factor analysis and 28 teachers for the test-retest correlations. The content and structural validity was reviewed as part of the validity studies. In order to achieve the validity of content, interviews were conducted with school principles and teachers, and the literature was reviewed, and the statements included in the assessment tool were presented to the opinions of experts and teachers. Exploratory and confirmatory factor analyses were conducted for establishing the structural validity. For the reliability study, however, the Cronbach Alpha reliability and item-total correlations were employed for the internal consistency, while the test-retest correlation was used for the internal consistency against time. It was established that the final version of the scale was of five factor structure consisting of a total of 23 items. The compliance index values obtained from confirmatory factor analysis were determined as ? 2 /Sd= 3.080, GFI= .910, AGFI = .886, NNFI (TLI)= .926, CFI = .937, RMSEA = .059, RMR = .057.The values obtained from the confirmatory factor analysis showed that the model-data conformity was at an acceptable level for the scale. As a result of the analyses conducted within the scope of the scale reliability studies, the Cronbach Alpha internal consistency coefficient was calculated as ".908" for the dimension of being democratic and dedicated to the school, as ".897" for the dimension of leadership and interaction, as ".753" for the dimension of success factors, as ".852" of the dimension of sincerity and as ".730" for the dimension of conflict. The test-retest reliability coefficient (Pearson correlation) of the school climate scale was calculated as ".923" for the dimension of being democratic and dedicated to the school, as ".962" for the dimension of leadership and interaction, as ".826" for the dimension of success factors, as ".914" of the dimension of sincerity and as ".946" for the dimension of conflict. The findings obtained as a result of the validity and reliability studies suggest that the scale is a valid and reliable measuring tool that can be used in identifying the perceptions of primary, secondary and high school teachers towards the school climate. © 2019, Ankara University. All rights reserved.
