Yazar "Atik S." seçeneğine göre listele

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    Do the personality traits of teacher candidates predict the perception of self-efficacy and alienation from school?
    (Ozgen Korkmaz, 2021) Sari T.; Atik S.; Çelik O.T.
    Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, research-based evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process. © 2021, Ozgen Korkmaz. All rights reserved.
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    School Principals’ Views on Classroom Inspection
    (Ozgen Korkmaz, 2022) Gölcük H.; Atik S.
    School principals were charged with classroom supervision which had been in the supervisors’ area of responsibility by the regulations effectuated in 2014. The aim of this study was to find out the views of school principals on classroom supervision based on the amendment of regulations. The research was conducted by a qualitative design and phenomenological method was used. Study group of the research was school principals working in the districts of Battalgazi and Yeşilyurt in Malatya, Türkiye in the academic year of 2019-2020. The semi-structured interview guide, which was designed by the researchers, was used as the data collection tool after the expert opinions were obtained and corrections were made on it. 15 school principals, who were chosen by convenience sampling, were interviewed. Interviews were recorded based on the approval of participants. Code names were given to all participants as M1, M2, M3, … Qualitative data gathered from the participants during the interviews were analyzed by content analysis. First, the researcher coded the data separately. After that, both the researcher and another field member coded the data synchronically and reached a consensus. New codes were created where divergence appeared. It can be stated that school principals have positive views on being charged with classroom supervision. In fact, school principals state that they are not troubled with their supervision duty on teachers, but supervisors should also take part in the supervision process in order to make the process more effective and active. © 2022, Ozgen Korkmaz. All rights reserved.