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Öğe Computer Teachers' Attitudes toward Ethical Use of Computers in Elementary Schools(Igi Global, 2013) Ozer, Niyazi; Ugurlu, Celal Teyyar; Beycioglu, KadirThis descriptive study explores the elementary school computer teachers' attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers' attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers' attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different.Öğe A cyberphilosophical issue in education: Unethical computer using behavior - The case of prospective teachers(Pergamon-Elsevier Science Ltd, 2009) Beycioglu, KadirIncreased use of technology for instructional purposes has Caused some debates about ethical and/or moral use of computers. All teachers, as practitioners of ICT in learning settings, must feel responsible for educating students on what is right and what is wrong? of computer use. This study aimed to determine prospective teachers' unethical computer using behaviors at a faculty of education in Turkey. The results showed that the participating prospective teachers are sensitive to ethical computer use. However, the general mean of the surveys is above the average by a small degree that makes the participants' judgments of ethical use inconsiderable. it can be concluded that they undermine ethical computer use. Science teachers and computer education teachers' judgments were less ethical than those of classroom teachers and social sciences teachers. The results also revealed that female candidate teachers were more concerned about ethical issues and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. After the survey analysis, the study was completed with qualitative data gathered from semi-structured interviews with nine students. (C) 2009 Elsevier Ltd. All rights reserved.Öğe Distributed leadership and organizational trust: the case of elementary schools(Elsevier Science Bv, 2012) Beycioglu, Kadir; Ozer, Niyazi; Ugurlu, Celal TayyarThis study aimed to reveal the relationship between distributed leadership and organizational trust perceptions of teachers. The study also aimed to find out if there are any differences among teachers' perceptions about distributed leadership behaviors of principals and organizational trust, and that of their colleagues. Two instruments were used to gather data. The first instrument Distributed Leadership in Schools and second instrument Omnibus T Scale The surveys used in the analysis were gathered from 218 teachers working in elementary schools. The results suggest that participating teachers felt leadership in their schools was distributed, and that participants trust in their colleagues and principals. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluÖğe The facets of job satisfaction among vice-principals in elementary schools(Emerald Group Publishing Ltd, 2012) Beycioglu, Kadir; Ozer, Niyazi; Ugurlu, Celal TayyarPurpose - Literature on vice-principals that aims to get a better understanding of their roles, role perceptions in school management, and their attitudes towards school management have revealed that the vice-principalship is one of the least researched and least discussed. The purpose of this paper is to explore the facets of job satisfaction among Turkish vice-principals. Design/methodology/approach - Data were collected via a survey administered to 159 vice-principals working for elementary schools in a city in the eastern part of Turkey and results were gathered by May 2010. A two-part survey questionnaire was used to elicit responses from vice-principals. The instrument consists of 31 items and asks respondents to indicate the extent of their agreement with each of the items on a four-point Likert scale. In this study items were designed as a five-point scale. There is a section to collect personal information. It was included together with an item asking for their career orientation. Findings - The results confirmed that the job satisfaction of vice-principals had four job facets: professional commitment, sense of synchrony, sense of efficacy, and level of personal challenge. The results showed that the facets of sense of efficacy and sense of synchrony were major sources of job satisfaction, and that the vice-principals who had any educational administration degree felt themselves more effective and more synchronic. The vice-principals who did not plan to be a principal felt themselves less effective when coping with work stress and balancing their work and personal lives. Originality/value - The paper provides a better understanding of vice-principals' roles, role perceptions in school management, and their attitudes towards school management, and extends knowledge about the facets of job satisfaction among Turkish vice-principals.Öğe The relationship between teacher professional development and burnout(Elsevier Science Bv, 2010) Ozer, Niyazi; Beycioglu, KadirThe purpose of this study was to determine the primary school teachers' attitudes towards professional development and to explore primary school teachers' sense of burnout. It was also aimed to explore the relationships between teachers' levels of professional burnout and their attitudes towards professional development. Maslach Burnout Inventory (MBI) and Teachers' Attitudes about Professional Development (TAP) scales were administered on 144 primary school teachers (F=40, M=104) working in Adiyaman, a city located in the south-eastern part of Turkey. Research results revealed that teachers' views differ significantly by gender and teaching experience. In addition results showed that teachers' attitudes towards professional development are moderately positively related with personal accomplishment and slightly negatively related with depersonalization. (C) 2010 Elsevier Ltd. All rights reserved.Öğe Teacher Power Use in the College Classroom: Turkish Students' Views(Elsevier Science Bv, 2014) Ozer, Niyazi; Ugurlu, C. Teyyar; Sincar, Mehmet; Yildirim, M. Cevat; Beycioglu, KadirThe primary focus of this study is to determine the undergraduate students' perceptions of teacher power use (ie, coercive, reward, expert, legitimate, and referent power) and it was also aimed to investigate whether or not students' views differ significantly in terms of gender, class level and department variables. To this end we, firstly, conducted a pilot study to investigate the validity and reliability of the Teacher Power Use Scale. Turkish adoptation, validity and reliability studies of the scale were done by data gathered from a total number of 395 undergraduate students. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Overall findings demonstrated that Turkish version of the scale had high validity and reliability scores. (C) 2013 The Authors. Published by Elsevier Ltd.Öğe Teachers' views on educational research(Pergamon-Elsevier Science Ltd, 2010) Beycioglu, Kadir; Ozer, Niyazi; Ugurlu, Celal TeyyarExploring teachers' attitudes toward educational research has been an important subject for researchers. This study aimed to determine teachers' views on educational research. A three-part survey questionnaire, the first part of which consists of demographic questions, the second part of which consists of statements aiming to determine teachers' views on the impact of educational research, and the third part of which consists of 18 items aiming to determine teachers' views on the value of educational research, was used to elicit responses from teachers. Results showed that 68% of the participating teachers had seriously considered educational research findings since first qualifying as teachers. (c) 2009 Elsevier Ltd. All rights reserved.Öğe The Views Of Teachers Towards Perception Of Discipline In Schools(Elsevier Science Bv, 2015) Ugurlu, Celal Teyyar; Beycioglu, Kadir; Kondakci, Yasar; Sincar, Mehmet; Yildirim, Cevat; Ozer, Niyazi; Oncel, AzizDescribing the perception of discipline for teachers from teachers' perspectives constitutes the purpose of this study. For that purpose, answers for the questions below have been sought: i. What does perception of discipline mean to you? ii. What does perception of student discipline mean to you? iii. What is your sense of discipline you want to constitude at school? In this qualitative study, case study model has been used. For this purpose, 20 teachers from 10 elementary institutions (secondary and primary) have been interviewed in the manner of reflecting the diversity of individuals, who may be a party to the studied problem, at maximum level. In our study where we have taken a look at teachers' perceptions of the perception of discipline at schools: The overall influence of the perception of discipline on teachers, our teachers' general views on student discipline, the differences of the disciplined and undisciplined students have been put forward. It has been understood that among our teachers' views on the perception of discipline, the categories of order, rules, volunteering and autonomy have been of the utmost priority. (C) 2015 Published by Elsevier Ltd.
