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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 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 Meta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievement(Pegem akad yayıncılık egıtım danısmanlık hızmetlerı tıc ltd stı, mesrutıyet caddesı, no 5, 06420, kızılay, ankara, 00000, turkey, 2016) Sad, Suleyman Nihat; Kis, Ali; Demir, Mustafa; Ozer, NiyaziThis meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.Öğe Mobile or hostile? Using smartphones in learning English as a foreign language11(Routledge Journals, Taylor & Francis Ltd, 2022) Sad, Suleyman Nihat; Ozer, Niyazi; Yakar, Umit; Ozturk, FatihThe purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational model. The data were collected from the 428 freshmen attending the English preparation programs run at Inonu and Firat Universities, Turkey, using Smartphone Use in Learning Foreign Language Scale. The results showed that participants use their smartphones more frequently to engage in English listening and speaking activities than reading and writing activities. The participants also believe that smartphones scarcely have adverse effects on learning English. However, it was also found that the more time students spend online, the more they suffer from the adverse effects of smartphones in terms of language learning. Results about gender revealed that female students use their smartphones more frequently than their male peers to engage in formal language learning activities. Significant differences related to frequency of smartphone use for both formal and informal language learning purposes were detected, with the Business Administration and Molecular Biology and Genetics department students showing higher frequency. No statistically significant difference was found between students' views about using smartphones for language learning according to the types of Internet connection (Wi-Fi, mobile data, or both).Öğe Parental e-nvolvement: a phenomenological research on electronic parental involvement(Routledge Journals, Taylor & Francis Ltd, 2016) Sad, Suleyman Nihat; Konca, Ahmet Sami; Ozer, Niyazi; Acar, FerideThis phenomenological study explored parental e-nvolvement (or electronic parental involvement), defined as parental efforts to plan, engage in, support, monitor and/or assess the learning experiences of their children either at home or at school predominantly using technological devices and media. Data were gathered from 23 volunteering parents through semi-structured interviews. The findings suggested that most parents use or have their children use a variety of technologies with tablets, computers, (smart)phones, and internet taking the lead. Participating parents used technology to have their children study, make practice on or repeat what they have learned at school, to help them prepare research projects, homework or presentations, and to communicate with teachers, schools and other parents. The pros of parental e-nvolvement mainly included enabling parents to supervise their children in terms of academic, personal or social well-being; increasing technology literacy; enabling easy and quick access to information sources; enhancing learner autonomy and academic achievement. Cons included mainly the risk of exposure to inconvenient websites/content; technology addiction; and making the child antisocial. Finally, different strategies to parents use to prevent their children from the harms and risks during parental e-nvolvement were presented and discussed.Öğe Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes towards Profession(Turkish Education Assoc, 2011) Demirtas, Hasan; Comert, Melike; Ozer, NiyaziThe 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.Öğe Principal trust in students and parents: its relationship with principal burnout(Elsevier Science Bv, 2010) Donmez, Burhanettin; Ozer, Niyazi; Comert, MelikeThe 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.Öğe Private Schools' Marketing Tactics, Parents' Loyalty and School Image: A Structural Equation Model(Turkish Educational Admin Research & Development Assoc, 2022) Mermer, Sumeyye; Ozer, Niyazi; Sad, Suleyman NihatThis research aimed to reveal the relationship between the marketing tactics used by private schools, school image and parent loyalty. Participants consisted of 812 parents, whose children were enrolled to private schools during the 2019-2020 academic year in Sivas. The research data were collected using Marketing Tactics Scale, School Image Scale, and Parent Loyalty Scale. For the analysis of the data, descriptive statistics, correlation tests and structural equation modeling were used. The results of the analysis confirmed all the hypotheses developed in the theoretical model. Results showed that marketing tactics regarding products and services, school employees, physical facilities, price and payment directly and indirectly affect school image and parents' loyalty. It was also found that school image and school employees -oriented marketing tactics were perceived as the most effective predictors of the parental loyalty.Öğe 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, BurhanettinThe 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.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 Silent scream: I d Do Not Want to Participate Professor!(Elsevier Science Bv, 2014) Sad, Suleyman Nihat; Ozer, NiyaziThis study aimed to investigate the reasons that prevent pre-service teachers from actively participating in lessons in the teacher training context. Participants were 79 undergraduate pre-service teachers. Qualitative content analysis using Nvivo software revealed that pre-service teachers do not actively participate in lessons because of several reasons which we classified under four main categories. They are, in order of importance, personal reasons, instructor related reasons, course related reasons, and classroom environment related reasons. Though personal reasons were at the top of the list, the most outstanding personal reasons i.e. negative attitudes towards course or department, lack of confidence or fear of making mistakes, and negative attitudes towards instructor were found to be affected mainly by two of the teacher related reasons: instructor's failure to build a good rapport with students and instructor's poor teaching skills in particular. (C) 2013 The Authors. Published by Elsevier Ltd.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 TURKISH HIGH SCHOOL STUDENTS' ATTITUDES TOWARD ADDICTIVE SUBSTANCES: ASSOCIATION WITH PERCEIVED PARENTAL ATTITUDES(Sage Publications Inc, 2009) Uestuener, Mehmet; Aksoy, Kasim; Ozer, NiyaziThe aim of this research is twofold: 1) to determine attitudes of high school students toward addictive substances; and 2) to determine students' attitudes toward addictive substances in terms of some variables including gender, grade, and perceived parental attitudes. To this end, Addictive Substances Attitudes Scale and Parental Attitudes Scale were given to a sample of 745 high school students (F = 330, M = 415) chosen by purposive sampling method. Results showed that compared to the males, females had more negative attitudes toward addictive substances. And compared to students from the upper grades, students from lower grades had more negative attitudes toward addictive substances. It is also found that students' attitudes toward addictive substances correlate with perceived parental attitudes. The correlation is low and positive for perceived democratic parental attitudes (r = .29), negative and low for perceived authoritarian parental attitudes (r = -.27).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.
