Abstract
The aim of the study was to examine the self-esteem in decision-making and decision-making styles of the teachers in various branches of Cat town of Erzurum Province, Turkey in terms of some variables in 2014-2015 year. A total of 153 teachers (84 females and 69 males) (age (Χ = 1.6536±0.72837) from different departments participated in the study. The data collection tool was the Melbourne Decision Making Questionnaire I-II. For detecting the differences, Analysis of variance (ANOVA) test, tukey test and t-test were used. According to the findings, buck-passing, procrastination and hyper vigilance in decisionmaking scores of male were higher than that of female. Significant difference was obtained in teachers’ service year, lesson hours of the teachers and the father’s occupation. On the other hand, no significant difference was obtained in the other variables. Key words: Teacher, self-esteem in decision making, decision-making styles.
Highlights
Teacher is important (Boreham et al, 2006; Ngimbudzi, 2009; Seco, 2002; Skaalvik and Skaalvik, 2010)
Teachers with high job satisfaction could outperform those without high job satisfaction
In terms of Research Question 2 (Can the model of the teacher-perceived principal decision-making styles significantly predict teacher job satisfaction?), we found that rational, intuitive, dependent and avoidant decision-making styles are significant predictors of teacher job satisfaction
Summary
Teacher is important (Boreham et al, 2006; Ngimbudzi, 2009; Seco, 2002; Skaalvik and Skaalvik, 2010). When teachers enjoy their work they do not want to leave their schools, they are committed to their job and their profession – they are stimulated to perform their job very well to achieve school goals. A teacher usually has to complete the following activities in teaching process: (1) explain the core knowledge of a problem; (2) show how to solve the problems with specific knowledge; (3) provide solutions and worked examples of a problem; (4) give targeted feedback to students in the process of their trying to solve the problem; (5) recommend related activities based on students' cognitive state. Student model is the core element of ITS, based on which ITS is able to select the most suitable teaching strategies, provide related examples according to the needs of students, and replace human teachers to some extent (Shi et al, 2002)
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