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Öğe The attitudes of prospective teachers towards the profession of teaching (the case of inonu university, faculty of education)(2009) Üstüner M.; DemIrtaş H.; Cömert M.This study intends to determine the attitudes of the students in the faculty of education towards profession of teaching. To this end, it is questioned whether "the attitudes of students towards the profession of teaching differ according to the variables including their gender, the type of the department/program they study, the order of the program in the UEE (University Entrance Examination) preference list, the socio-economic status (SES) of the neighborhood and family they live in, the grade they attend, type of schooling, and the reasons for choosing teaching profession". The participants of the study comprise 593 students who are selected using rated cluster sampling method for the departments and rated element sampling method for the classes. All of the prospective teachers participating this study were administered the instrument for data collection. The instrument used to collect data in this study was the "Attitude Scale towards the Profession of Teaching", a single-dimension Likert type scale with 5 points, originally developed by Üstüner (2006). A significant difference was observed between the attitudes of prospective teachers with intrinsic motivations towards the profession of teaching and those of latter teachers with extrinsic motivations towards the profession of teaching. Other variables for which significant differences were observed include gender, the type of the department/program they study, the order of the program in the UEE (University Entrance Examination) preference list, and the socio-economic status (SES) of the neighborhood and family they live in.Öğe Effects of administrators' ethical leadership and organizational justice behavior on teachers' organizational commitment level(2011) U?urlu C.T.; Üstüner M.Organizational behaviour affects many attitudes. In organization administrator's moral behavior, organizational justice and organizational commitment are the variables which are affected by the organizational behavior. These three concepts that affect each other are important from the point view of the organizations to realize their aims. To determine the sample of this research in schools that have more than ten teachers from each district in Hatay were preferred. As a result, 9004 teachers from 635 primary schools of 12 districts comprise the population of the study. It was made use of Pearson Moments Product Correlation Coefficient and simple and multiple regression analyze, mean, standard deviation, one-way anova Mann Whitney U, Kruskal Wallish, methods to compute the datas.The results revealed that administrative ethical leadership attitude creates organizational commitment in teachers for their relationships with their schools by effecting organizational justice nature of the schools. Organizational justice is accepted as an important guide variable between administrative ethical leadership attitude and organizational commitment. At the basic of the commitment of teachers the administrators are to show their administrative ethical leadership attitude by guaranteeing organizational justice.Öğe Examining the measurement invariance of the teachers' sense of self-efficacy scale in terms of gender(Institute of Advanced Engineering and Science, 2019) Doğan Y.B.; Akar H.; Üstüner M.The aim of this research was to analyze the measurement invariance of the "Teachers' Sense of Self-Efficacy Scale," developed by Tschannen-Moran and Hoy, and adapted into Turkish and Turkish culture by Çapa, Çakıroğlu and Sarıkaya, with respect to gender. Turkish version of the scale consists of 24 items and 3 subscales. The scale measures pre-service teachers' and teachers' sense of and belief in self-efficacy for student engagement, classroom management and instructional strategies. Research revealed that the scale is being used by a myriad of researchers. The sample of this study consists of 267 female, 163 male pre-service teachers who participated in the Pedagogical Formation Certificate Traning at Inönü University in the 2017-2018 academic years. First of all, CFA was executed in order to confirm the validity of the scale's current structure for both genders which was confirmed based on the analysis results. Then, MGCFA was executed to analyze the scale's measurement invariance in terms of gender. The results of the MGCFA indicated that the scale has the measurement invariance with respect to gender at each of the stages of strict, metric, scalar and configural invariance. © 2019 Institute of Advanced Engineering and Science. All rights reserved.Öğe The opinions of school administrators about human rights(Ankara University, 2014) Şahin M.; Üstüner M.The purpose of this study is to identify the views of school administrators on human rights. In accordance with qualitative research methods, the data was collected with scenarios developed by the researchers under the control of experts. The participant of the study was composed of 34 school administrators from different types of schools. In the determination of the participants of the study, the convenience sampling was used. This research is limited to six human rights which were decided to be observed easily in a school context by some experts. According to the results of the study, 29 of the school administrators (85.2%) are against "doing drudgery work". 21 (61.74%) of the school administrators gave importance to "the right to have privacy and protection of family life" and 19 administrators stated that there must be "right to communicate". The school administrators emphasized "the prohibition of discrimination" the most (%97.2, f=33). The school administrators' opinions on "the right to freedom of thought and expression" received the least attention. Only 9 (26.4%) of the school administrators were positive about the publication of news against them. As for "the right to education and learning" all school administrators believe that female students must also have "the right to education.".Öğe The relationship between communication competence and organizational conflict: A study on heads of educational supervisors(Ani Publishing, 2014) Üstüner M.; Kiş A.Problem Statement: Since conflict is an organizational phenomenon, its comparison between other organizational variables to find possible associations has been an important research motive. Relevant researchers have found significant correlations between conflict handling strategies of principals of different genders and school culture, emotional intelligence and conflict management styles, teachers’ self-efficacy beliefs and conflict solution styles. Considering the rapid development of communication and the need for organizations to change, an increase in individual differences among organization members has become inevitable today. This also causes increased conflicts among organization members who are constantly interacting with each other. Poor communication underlies the interpersonal conflicts. The degree of interpersonal communication significantly determines the organizational performance and information transmission. Each educational organization, like other organizations, is composed of people with different personalities, perceptions, attitudes, value judgments, personal goals, and expectations. Individual differences can cause problems. The solutions to these problems seem to be closely associated with the communication competence of organization members. Purpose of Study: This study investigates the relationship between communication competences and organizational conflict levels of heads of educational supervisors, and the extent to which communication competence predicts organizational conflict.Methods: This associational study was conducted on 217 educational supervisors working in head departments of educational supervisors in eight cities of Turkey. Data were collected using the “Communication Competences Scale” and “Organizational Conflict Scale.” Findings and Results: Results indicated that heads of educational supervisors mostly exhibit communication competences including the components of empathy, social relaxation and support behaviors. Educational supervisors also stated that they sometimes experience organizational conflict including the components of intergroup, between groups and personal conflict in their head departments. A negative moderate level of correlation was found between communication competence and organizational conflict levels of heads of educational supervisors. In addition, communication competence was found to predict organizational conflict significantly. Additionally, it was found that empathy competence, one of the communication competences, is a significant predictor of intergroup and personal conflict, and support competence is a significant predictor of within group conflict. It was also found that social relaxation competence as one of the components of communication competence is not a significant predictor of any of the components of organizational conflict. Conclusions and Recommendations: This study provides new insight into the effects of communication competence on conflict management in educational organizations and is of value to educational leaders, managers, and other conflict management specialists. © 2014, Ani Publishing. All rights reserved.Öğe The Views of Teachers about the Qualities of Ideal Teachers(T.C. Milli Egitim Bakanligi, 2021) Üstüner M.; Abdurrezzak S.; Yildizbaş Y.V.In this study, it was aimed to research the opinions of the teachers about the qualities of the ideal teacher. The study was carried out according to the phenomenological study pattern of qualitative research methods. The study group of this research, which was carried out in the 2017-2018 academic year, was determined with easily accessible sampling; 70 teachers working in primary and secondary schools in the central district of Erzincan and in the central district of Tusba in Van. In the research, a standardized open-ended interview form in which the opinions of the teachers were taken was used as a data collection tool. After the pre-interview with the teachers, four open-ended questions were asked and the written forms were collected later. Content analysis and continuous comparison technique were used in the process of interpreting the data. As a result of the study, teachers’ views on the characteristics of the ideal teacher were classified under three headings: the characteristics of the teachers they consider themselves close and distant to the ideal teacher, and the characteristics of the teachers they consider as the best / worst teacher in their lives. In the study, 18 categories were obtained under the theme of the characteristics of the ideal teacher, 20 categories under the theme of the characteristics that teachers see themselves as close and distant to their ideal teacher, and 26 categories under the recognized best / worst teacher characteristics theme. © 2021. All Rights Reserved.
