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    The Comparison of the Educational Philosophies of Turkish Primary School Superintendents and Teachers
    (Ani Yayincilik, 2008) Ustuner, Mehmet
    Problem Statement: Awareness of the prevailing educational philosophies of teachers and superintendents may contribute to making correct decisions and policies regarding innovations and arrangements in educational systems. One reason for the failure of the arrangements and innovations in the educational system is the failure to consider the educational philosophies of the teachers and superintendents who implement the new arrangements into practice. Purpose of the Study: This study aims to determine and compare the prevailing educational philosophies of primary school teachers and superintendents. Method: Descriptive method was used in this study. The Educational Philosophy Orientations Scale with 53 items and 5 sub-scales was developed by the researcher to determine the educational philosophies of the primary school teachers and superintendents. This self-administrated scale was conducted on 312 teachers and 53 primary school superintendents working in the Malatya province. Findings and Results: Research showed that educational philosophies of the teachers and superintendents are different in terms of perennialist, essentialist, and pragmatic views. Teachers tend to adopt the views relevant to these philosophies more than superintendents. No significant difference was observed between the teachers' views on educational philosophies according to the variables of gender, seniority, and type of school they graduated. However, a significant difference was found between teachers' views of pragmatist educational philosophy according to the teaching subject variable. Also, though no significant difference was observed between the superintendents' views on educational philosophies according to the variables of gender, teaching subject, and type of school they graduated, there was a significant difference found between superintendents' views of existentialist educational philosophy according to the seniority variable. Conclusion and Recommendations: The findings indicated that the educational philosophy most adopted by primary school teachers and superintendents is perennialism, with existentialism adopted the least. However, the objectives of the Turkish Educational System which are specified in the Basic Law on Education No 1739 which was put into force in 1973 can not be realized by teachers and superintendents who hold a perennialist educational philosophy. The realization of the objectives specified in cited Law requires possessing a progressivist and pragmatic educational philosophy.
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    EFFECTS OF ADMINISTRATORS' ETHICAL LEADERSHIP AND ORGANIZATIONAL JUSTICE BEHAVIOR ON TEACHERS' ORGANIZATIONAL COMMITMENT LEVEL
    (Hacettepe Univ, 2011) Ugurlu, Celal Teyyar; Ustuner, Mehmet
    Organizational behaviour affects many attitudes. In organization administrator's moral behavior, organizational justice and organizational commitment are the variables which are affected by the organizational behavior. These three concepts that affect each other are important from the point view of the organizations to realize their aims. To determine the sample of this research in schools that have more than ten teachers from each district in Hatay were preferred. As a result, 9004 teachers from 635 primary schools of 12 districts comprise the population of the study. It was made use of Pearson Moments Product Correlation Coefficient and simple and multiple regression analyze, mean, standard deviation, one-way anova Mann Whitney U, Kruskal Wallish, methods to compute the datas. The results revealed that administrative ethical leadership attitude creates organizational commitment in teachers for their relationships with their schools by effecting organizational justice nature of the schools. Organizational justice is accepted as an important guide variable between administrative ethical leadership attitude and organizational commitment. At the basic of the commitment of teachers the administrators are to show their administrative ethical leadership attitude by guaranteeing organizational justice.
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    Mediation Role of Self-Efficacy Perceptions in the Relationship between Emotional Intelligence Levels and Social Entrepreneurship Traits of Pre-Service Teachers
    (Nesibe Aydin Education Inst, 2017) Akar, Huseyin; Ustuner, Mehmet
    The purpose of this research is to examine the motivator role of self-efficacy in relationship between pre-service teachers' emotional intelligence levels and social entrepreneurship characteristics. Relational model was used in this study. The participants of the research are 360 pre-service teachers in different programs from Kilis 7 Aralik University Muallim Rifat Faculty of Education. To collect data, social entrepreneurship scale of pre-service teachers, Self-efficacy scale and emotional intelligence scale were used. To analyze data, descriptive statistics, correlation analysis and the bootstrap method was used to determine motivator effect. As a result of analysis of the research data, statistically significant relationships with positive correlation were found between self-efficacy, emotional intelligence of pre-service teachers, and social entrepreneurial characteristics. In addition, self-efficacy perception was found to be a partial moderator role between social entrepreneurship characteristics and emotional intelligence level of pre-service teachers. Pre-service teachers understand their own and others' feelings and have the ability to manage. Thus, self-efficacy perceptions are influenced in a positive way, they trust more to their own knowledge, skills and abilities when it comes to a specific task. Therefore, the development of some entrepreneurial characteristics are positively affected towards a social problem to be solved voluntarily. Also emotional intelligence level of pre-service teachers and self-efficacy together explain 62% of the total variance of the characteristics of social entrepreneurship. In this context, in training teachers who are sensitive to social problems, and in an attempt to get sustainable innovative solutions, thereby creating social value, perceptions of self-efficacy and emotional intelligence are to important variables. Community service applications and rich experiences in social responsibility projects to improve emotional intelligence and self-efficacy perception of pre-service teacher are needed.
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    The Relationship between Communication Competence and Organizational Conflict: A Study on Heads of Educational Supervisors
    (Ani Yayincilik, 2014) Ustuner, Mehmet; Kis, Ali
    Problem Statement: Since conflict is an organizational phenomenon, its comparison between other organizational variables to find possible associations has been an important research motive. Relevant researchers have found significant correlations between conflict handling strategies of principals of different genders and school culture, emotional intelligence and conflict management styles, teachers' self-efficacy beliefs and conflict solution styles. Considering the rapid development of communication and the need for organizations to change, an increase in individual differences among organization members has become inevitable today. This also causes increased conflicts among organization members who are constantly interacting with each other. Poor communication underlies the interpersonal conflicts. The degree of interpersonal communication significantly determines the organizational performance and information transmission. Each educational organization, like other organizations, is composed of people with different personalities, perceptions, attitudes, value judgments, personal goals, and expectations. Individual differences can cause problems. The solutions to these problems seem to be closely associated with the communication competence of organization members. Purpose of Study: This study investigates the relationship between communication competences and organizational conflict levels of heads of educational supervisors, and the extent to which communication competence predicts organizational conflict. Methods: This associational study was conducted on 217 educational supervisors working in head departments of educational supervisors in eight cities of Turkey. Data were collected using the Communication Competences Scale and Organizational Conflict Scale. Findings and Results: Results indicated that heads of educational supervisors mostly exhibit communication competences including the components of empathy, social relaxation and support behaviors. Educational supervisors also stated that they sometimes experience organizational conflict including the components of intergroup, between groups and personal conflict in their head departments. A negative moderate level of correlation was found between communication competence and organizational conflict levels of heads of educational supervisors. In addition, communication competence was found to predict organizational conflict significantly. Additionally, it was found that empathy competence, one of the communication competences, is a significant predictor of intergroup and personal conflict, and support competence is a significant predictor of within group conflict. It was also found that social relaxation competence as one of the components of communication competence is not a significant predictor of any of the components of organizational conflict. Conclusions and Recommendations: This study provides new insight into the effects of communication competence on conflict management in educational organizations and is of value to educational leaders, managers, and other conflict management specialists.
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    The Relationships between Positive and Negative Perfectionisms, Self-Handicapping, Self-Efficacy and Academic Achievement
    (Acad Publisher House Researcher, 2018) Akar, Huseyin; Dogan, Yildiz Burcu; Ustuner, Mehmet
    This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rifat Education at Kilis 7 Aralik University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that selfefficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.
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    Two alternative models on the relationships between organizational justice, organizational commitment, burnout, and job satisfaction of education supervisors
    (Korean Educational Developmental Inst, 2014) Karakus, Mehmet; Ustuner, Mehmet; Toprak, Mustafa
    This study aims to determine the relationships between organizational justice and affective and normative based outcome variables of education supervisors. Two alternative structural equation models were tested. The first model proposed burnout is the outcome of organizational justice and the antecedent of the variables of job satisfaction and organizational commitment. The second model proposed burnout is the outcome of the variables of organizational justice, job satisfaction, and organizational commitment. Although both the models had acceptable fit indices, the comparative fit indices showed the second model was more preferable. In this model, justice perceptions were found to have a positive effect on organizational commitment through the partial mediation effect of job satisfaction, and a negative effect on burnout through the full mediation effect of job satisfaction.