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    Analysis of the School Culture in Terms of Metaphors Based on the Principal Change
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2016) Donmez, Burhanettin; Agiroglu Bakir, Asli
    In this study, it is aimed to investigate the students' and teachers' perceptions of the principal and the effects of principal change on these perceptions through metaphors. The data have been gathered from the same and similar study groups (10 students and 10 teachers from the same high school) in the same school in the education years of 2008-9 and 2013-14. The analysis of the school culture in terms of metaphors based on the principal change is aimed. In this qualitative study, in order to get the data, a semi-structured form, which has been produced by the researchers, has been used and the gathered data have been analyzed by coding. The findings have shown that metaphors stated by the teachers contain a more critical point of view. In addition, it is seen that the change of the principal has affected the student metaphors (became more critical and negative) more than the teacher metaphors as teacher metaphors haven't been affected by this change. Among the positive-neutral metaphors, there are order provider, bringing people to the further, balance supporter, orchestra conductor, the foundation of a building, etc.. Politician, king of the school, sultan, dictator dad, a robot equipped with perfect behaviors and values and never makes a mistake, etc. are some of the negative ones.
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    A comparison of the classroom management approaches of the teachers implementing Constructivist Learning Approach and not implementing this approach
    (Elsevier Science Bv, 2010) Kaya, Ahmet; Donmez, Burhanettin
    In this study, in the academic year 2005 - 2006, the approaches to classroom management in the Turkish lessons between the class teachers implementing the curriculum based on the Constructivist Learning Approach in the 1(st) - 5(th) grades of primary school and the Turkish branch teachers who have not yet started to implement the curriculum based on the Constructivist Learning Approach in the 6(th) - 8(th) grades and who is still implementing the Behaviourist Learning Approach was compared and the effects of these approaches on the primary school teachers' attitudes towards classroom management was analyzed. (C) 2010 Elsevier Ltd. All rights reserved.
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    An evaluation of the classroom management approaches of the class teachers implementing Constructivist Learning Approach
    (Elsevier Science Bv, 2009) Kaya, Ahmet; Donmez, Burhanettin
    In this study, the classroom management approaches of the class teachers implementing Constructivist Learning Approach was evaluated and 15 class teachers were asked about their thoughts. As a result, the comparison of the attitudes towards the classroom management of the class teachers who implemented Constructivist Learning Approach in the Turkish lessons revealed that, in general, in respect to classroom management applications, and in specific means, in respect to Classroom Organization, Learning Climate, Learning Duration and its Evaluation, Using Educational Technology and Learning Environment out-of-School, Multiple Intelligence Areas, Learning by Implementation, Questioning Learning, Student Growth, the teachers developed positive attitudes. (C) 20099 Elsevier Ltd. All rights reserved
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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.
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    REASSESING THE PSYCHOMETRIC PROPERTIES OF THE TURKISH VERSION OF ENABLING SCHOOL STRUCTURE SCALE
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2013) Ozer, Niyazi; Donmez, Burhanettin
    The purpose of this research is to investigate the psychometric properties of the Enabling School Structure Scale (ESS) that aims to measure the degree to which school structure is enabling or coercive, and also to conduct reliability and validity studies of the scale. Participants of the study consisted of 1018 teachers working in 75 different primary schools located in Malatya province during 2009-2010 semester. For validity studies, exploratory and confirmatory factor analyses were carried out, and also corrected item-total correlations were estimated. For reliability studies, Cronbach Alpha and test-retest correlation coefficients were estimated. Results obtained from the reliability and validity studies showed that on the contrary to original form of ESS, Turkish form consisted of two distinct factors, enabling bureaucracy and coercive bureaucracy respectively. While factor loading of the items in enabling bureaucracy range between .557 and .832, factor loadings of items in coercive bureaucracy range between .485 and .785. It was also found that this 12 itemed two-factor solution explained approximately a total of 51% of the total variance. Estimated Cronbach alpha coefficients were .806 for enabling bureaucracy sub-scale and .774 for coercive bureaucracy sub-scale. Consequently it can be asserted that Turkish form of the ESS scale should be used with two factor structure not one single structure.
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    The Started Newly and Retired Primary School Teachers' Opinions Related to Occupational Values and Analyzing the Chance of These Values
    (Edam, 2012) Koybasi, Fatma; Donmez, Burhanettin
    Aim of this research is to present what the occuptational values are and changes in these values according to the opinions of the teachers who retired in the last five years and who have started the job in the last five years. This study was designed to determine the levels of factors concerning quality in research methods and phenomenology model was used. Study group of the research is comprised of primary school teachers who have retired in the last five years and have started their job in the last five years, via criterion sampling method. Data has been collected with structured interview tecnique. Findings have been analyzed with descriptive analysis tecnique. Results of the research show that there are differences in the opinions of the primary school teachers, who have retired in the last five years and who have started the job in the last five years, about the occupational values and changes in these values. Especially, as regards occupational satisfaction and teaching profession is well regarded, primary school teachers who have retired in the last five years have mentioned more positive opinions than primary school teachers who have started their job in the last five years. Another result is that retired primary school teacher who have started their job in the last five years think that value given to teaching profession reduced and with the increase of the educational level of the community, the value given to the teaching profession will increase.