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    How Psychological Well-Being Affects Patience, Motivation to Teach, and Emotional Exhaustion in Teachers
    (Cherkas Global Univ Press, 2025) Cobanoglu, Necati; Demir, Selcuk
    This research aims to determine the impact and importance of teachers' psychological wellbeing, patience, motivation to teach, and emotional exhaustion. Correlational research design was used in this research. The population of this study consists of teachers working in Mardin. From this decided study population, 34 schools were randomly selected based on the rule of impartiality. The sample of the research consists of 270 teachers in these schools. The Flourishing Scale, Teacher Patience Scale, Motivation to Teach Scale, and Emotional Exhaustion Scale were used to collect the data. Descriptive statistics, validity and reliability analyses, correlation, and structural equation modeling analyses were applied to the data of the study. When the structural model is examined, teachers' psychological well-being statistically significantly and positively affects their patience and motivation to teach, while it negatively affects their emotional exhaustion. Psychological well-being positively affects motivation to teach through the partial mediation effect of teacher patience. Additionally, psychological well-being negatively affects emotional exhaustion partially through motivation to teach. Finally, in the model, it was seen that teachers' psychological well-being perceptions negatively affect emotional exhaustion, partially through the patience and motivation variables. It is considered important to increase the psychological well-being of teachers to improve their positive attitudes.
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    Investigation of Religious Culture and Ethics Teachers' Perceptions Regarding Their Levels of Cultural Intelligence
    (Sirnak Univ, 2025) Gokalp, Serkan; Cobanoglu, Necati
    Educational organizations need teachers with high cultural intelligence (CQ) to efficiently fulfill their education-related tasks. CQ refers to an individual's ability to effectively communicate, act, and succeed in culturally diverse environments. Religious Culture and Ethics (RCE) teachers need to possess a high level of CQ to participate in international projects, fulfill overseas assignments, and conduct educational activities for children of refugees from different countries. It is vital for teachers in the RCE field, whose aim is to foster tolerance and understanding toward other religions and cultures among students, to have a high level of CQ. A proper religious education will contribute to individuals from different cultures living together with respect and love, and being tolerant toward one another. The researchers have not encountered any Turkish studies examining the CQ levels of RCE teachers. The main claims of this study are that the Cultural Intelligence (CQ) levels of RCE teachers are above the scale average; that female teachers have higher CQ levels than male teachers; that teachers who know two or more foreign languages have higher CQ levels than those who know only one or none; that teachers who have visited two or more foreign countries have higher CQ levels than those who have visited only one or none; and that teachers who have participated in international projects within the scope of European Union (EU) programs have higher CQ levels than those who have not participated in such projects. This research aims to identify the perceptions of middle school RCE teachers regarding their CQ levels and determine whether there are significant differences in these perceptions based on variables such as gender, the number of foreign languages known, the number of countries visited abroad, and participation in international projects within EU programs. The findings obtained from this research can be utilized to develop practices that enhance the effectiveness of RCE teachers in diverse cultural environments. This study is expected to contribute to the literature on organizational psychology, organizational behavior, and religious education. The general survey model was used in this research. The accessible population of the study consists of 749 RCE teachers working in middle schools in Mersin Province during the 2023-2024 academic year. 643 RCE teachers were reached in the study using a simple and random sampling method. The Cultural Intelligence Scale-Self Report, developed by Ang and others and adapted into Turkish by Ya & scedil;ar and G & ouml;kalp, was used in the study. ANOVA and t-test were used in the data analysis. Significant research results were found in the study. First, the CQ levels of the teachers participating in the study were moderate. Second, the study found significant differences in terms of gender, the number of foreign languages known and countries visited abroad, and participation in international projects within EU programs. Third, female teachers had higher CQ levels than male teachers, while teachers who knew two or more foreign languages had higher levels of CQ than those who knew only one foreign language or none at all. In addition, this study revealed that teachers who had visited two or more foreign countries had higher CQ levels than those who had visited only one foreign country or none. Finally, this study concluded that teachers who participated in international projects within the scope of EU programs had higher CQ levels than those who did not participate. Based on the research findings, recommendations were made to encourage RCE teachers to participate in international projects, travel abroad, and learn foreign languages.
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    Quality in special education from teacher perspectives
    (Routledge Journals, Taylor & Francis Ltd, 2023) Karaca, M. Abdulbaki; Cobanoglu, Necati; Celik, Osman Tayyar
    In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.
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    THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT JUSTICE AND SCHOOL ENGAGEMENT FROM THE PERSPECTIVE OF UNIVERSITY STUDENTS
    (Scientia Socialis, 2022) Cobanoglu, Necati; Demir, Selcuk
    Education continues to be an area that is likely to completely affect the future of humanity. Countries are trying to raise the level of education and increase the quality of the education provided as much as possible. To ensure that the quality of education is improved, many studies look from the perspectives of educators and officials who determine education policies. This study examines teachers' classroom management and approaches to justice in the classroom through the eyes of students. This study aims to shed light on the relationship between educators' justice in classroom management and students' school engagement based on the perceptions of university students. The study is based on a correlational design that examines the relationship between variables. It was conducted with 283 students at Sirnak University. The sample was determined randomly. The data were collected via the Perception of Justice in Classroom Management scale and the School Engagement of University Students scale. As a result, there was a moderately positive and significant relationship between the perception of justice in classroom management and school engagement. Besides, as a result of the regression analysis, it was revealed that the perception of the educators towards justice in classroom management predicted students' school engagement. It was observed that 19% of students' school engagement was explained by educators' perceptions of justice in classroom management.
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    Teacher-school fit, job satisfaction, participation in decision-making, and psychological ownership as predictors of organizational ostracism among primary school teachers
    (Sage Publications Inc, 2025) Demir, Selcuk; Cobanoglu, Necati
    Background Every job has its own unique working conditions. When these conditions do not meet the expectations of individuals, they do not see themselves as part of their organization. This situation can cause a feeling of organizational ostracism, which can minimize production and efficiency.Objective This study examines the relationships between teacher-school fit, job satisfaction, participation in decision-making, psychological ownership, and organizational ostracism levels.Methods Correlational model was used to examine the relationships between variables. The study population consists of teachers working in public primary schools in & Scedil;anl & imath;urfa. The study used a disproportionate cluster sampling method to obtain data. The research sample consisted of 259 primary school teachers randomly selected from 35 primary schools in & Scedil;anl & imath;urfa. Descriptive statistics, correlation, and structural equation modeling analyses were conducted.Results Upon examination of the structural model that produces the best-fit values, it is evident that teacher-school fit has a positive impact on both teachers' job satisfaction and psychological ownership levels. Furthermore, job satisfaction has a positive effect on teachers' participation in decision-making and psychological ownership. Finally, it is worth noting that both psychological ownership and participation in decision-making have a negative impact on organizational exclusion. The negative impact of organizational ostracism is mediated by job satisfaction and psychological ownership, which are both affected by teacher-school fit. Specifically, the teacher-school fit has a negative effect on organizational ostracism through the full mediating effect of job satisfaction and participation in decision-making.Conclusion Teachers' fit to their schools increases their job satisfaction, participation decision-making, psychological ownership, and decreases their ostracism.