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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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    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.