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    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.
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    The relationships between perceptions of teachers’ transformational leadership, organizational justice, organizational support and quality of work life
    (International Journal of Research in Education and Science, 2019) Akar H.; Ustuner M.
    The aim of the present study was to examine the relationships between perceptions of teacher's transformational leadership, organizational support, organizational justice and quality of work life. A model suggesting that teacher perceptions of the transformational leadership behavior of school administrators directly affected their perceptions about quality of work life, as well as, indirectly through their perceptions of organizational justice and organizational support is proposed. In order to test this model, a path analysis was conducted within the framework of Structural Equation Modeling (SEM). Participants of the study included 658 teachers employed in state pre-schools, primary schools, junior high schools and high schools affiliated to the Ministry of National Education in Kilis province, Turkey, during the 2015-2016 academic years. "Transformational Leadership Scale", "Organizational Justice Scale", "Perceived Organizational Support Scale" and “Work-Related Quality of Life Scale" were used to collect the study data. Descriptive statistics, correlation analysis, path analysis and bootstrap analysis to determine the significance level of mediation effect were used. Analysis of the data demonstrated that there were significant positive relationships between the transformational leadership, organizational justice, organizational support, and quality of work life perceptions of the teachers. Path analysis findings showed that teacher perceptions about the presence of transformational leadership behavior among school administrators had a significant, direct and positive impact on quality of work life perceptions of the teachers and also had a significant, indirect and positive effect on teachers’ perceptions of quality of work life through their perceptions of organizational support and organizational justice. © 2019, International Journal of Research in Education and Science. All rights reserved.