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    Organizational commitment and ostracism in schools: The mediating role of chaotic leadership in crises
    (Elsevier, 2026) Gorgulu, Deniz; Comert, Melike; Fayda-Kinik, F. Sehkar
    This study aims to investigate the role of chaotic leadership in relation to organizational commitment and ostracism among teachers in schools under crises. The devastating earthquakes hit the southeastern Turkiye and the northern border of Syria in 2023. The city of Malatya was severely impacted, and many schools were physically damaged, and educational processes were unexpectedly interrupted. Therefore, this study examines the mediating role of chaotic leadership in the relationship between organizational commitment and ostracism among teachers working in schools affected by the 2023 earthquake in Malatya. Using a cross-sectional correlational design, the data were collected face-to-face from 342 teachers and analyzed through the partial least squares structural equation modeling (PLS-SEM). The results indicated that organizational commitment had a significant positive direct effect on chaotic leadership, and chaotic leadership had a significant negative direct effect on organizational ostracism. However, organizational commitment did not have a significant direct effect on ostracism. These findings suggest that, in schools affected by crises, teachers' commitment may shape how chaotic leadership is perceived, and adaptive chaotic leadership may function as a protective mechanism that reduces experiences of ostracism. This research confirms the mediating role of chaotic leadership in the relationship between organizational commitment and ostracism within schools under crises.
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    Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes towards Profession
    (Turkish Education Assoc, 2011) Demirtas, Hasan; Comert, Melike; Ozer, Niyazi
    The purpose of this study was to investigate pre-service teachers' self-efficacy beliefs and their attitudes towards teaching profession and also to explore the relationships between pre-service teachers' self-efficacy beliefs and their attitudes towards teaching profession. The population of the study consisted of 1.307 (F=584, M=723) 4th grade pre-service teachers, studying at Inonu University, Faculty of Education, during 2006-2007 semester. The sample of the study consisted of 380 pre-service teachers chosen by stratified sampling method. Research results revealed that pre-service teachers' self efficacy beliefs differ significantly in terms of gender and department variables. Results also showed that students' attitudes towards teaching profession did not differ significantly in terms of the research variables. Lastly, a slight but positive correlation was found between pre-service teachers' self-efficacy beliefs and their attitudes towards teaching profession.
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    Principal trust in students and parents: its relationship with principal burnout
    (Elsevier Science Bv, 2010) Donmez, Burhanettin; Ozer, Niyazi; Comert, Melike
    The purpose of this study was to determine the primary school principals' views on trust in students and parents and also, to explore the relationships between principals' levels of professional burnout and their trust in students and parents. To this end, Principal Trust Survey and Friedman Principal Burnout scales were administered on 119 primary school principals (F=7, M=112) working in Malatya, a city located in the eastern part of Turkey. Research results revealed that principals' views on trust in students differ significantly in terms of their level of education and professional experience. Results also showed that principal trust in students and parents is moderately negatively related with principal burnout. (C) 2010 Elsevier Ltd. All rights reserved.