Branch Teachers Research Articles

OTİZM BİLGİ DÜZEYİ: OKUL ÖNCESİ EĞİTİMCİLERİ

Autism Spectrum Disorders (ASD), is a neuro-developmental disorder in which observes rejections of the communication and separation from relation to reality and it is growing incidence worldwide. In case of early diagnosis of ASD and early intervention, the child, the family and the society in which their environments are influenced by positive developments. This study was carried out using descriptive method of screening model to determine the level of knowledge of ASD of the preschool educators. Beside the demographic information form, a measuring tool has been created by researcher by review of the literature and data sheets of the DSM-V ASD. Those two sources have been used collecting data. The study was carried out within the boundaries of Ankara and volunteers to participate in the study, twenty-four institutions, 270 pre-school teacher, branch teachers and assistant teachers have been included. According to the findings, although no statistically significant differences in the level of knowledge, it was concluded that it is not a sufficient level of information to ASD. ASD should be placed in inservice training programs of preschool educators at the base of up to date scientific literature.

The Relationship between Teachers' Attitudes toward Measurement and Evaluation and their Perceptions of Professional Well-Being

Problem Statement: The quality of teaching at schools mostly depends on the teachers’ competencies. One of these competencies is measurement and evaluation (MaE). Evaluation of the students’ cognitive, affective, and psychomotor development requires skills and knowledge about various measuring tools and techniques. It is essential for a teacher to have a good command of the concepts in MaE, certain skills, and positive attitudes. In this way, teachers can evaluate and develop their own teaching methods and reach fewer value judgments, and consequently, they can have better professional perceptions of themselves. Therefore, this study anticipates the existence of a relationship between teachers’ attitude on MaE and perception of professional well-being (PWB). Purpose of the Study: The aim of the study is to examine the relationship between teachers’ attitudes toward measurement and evaluation and their perceptions of professional well-being (PWB) in the branch teachers working at public elementary and secondary schools. Method: The present study is a relational study with a descriptive pattern aimed to describe the relationship between teachers’ attitudes toward MaE and their perceptions of PWB. The Scale of Teacher Perception of PWB and the Scale of Teacher Attitude toward Measurement-Evaluation were used as data collection tools. Data was collected from 301 branch teachers teaching at public elementary and secondary schools in Aksaray Province between March and May of 2014. Data was analyzed using descriptive statistics and multiple linear regression analysis. Findings and Results: The results of the study revealed that teachers had positive attitudes toward MaE and perceptions of PWB. A significant positive relationship was found between the teachers’ attitudes toward MaE and their perceptions of PWB. Attitude toward MaE was identified as a significant predictor of perception of PWB. Conclusions and Recommendations: In the present study, a significant positive relationship that may be considered strong was found between the teachers’ attitudes toward measurement-evaluation and their perceptions of PWB. The fact that the attitude developed by teachers toward MaE has a relatively strong effect on their perception of PWB indicates the place of MaE in their professional lives. It may be concluded that as the teachers’ attitudes toward MaE improves they may feel better professionally. Keywords: “Professional Well-Being” “Measurement” “Evaluation” “Attitude” “Secondary research”

Teacher and Parent Views on The Instruction of 5th Grade Students by Branch Teachers in The 4+4+4 Education System

<p style="text-align:justify">The objective of this study is to examine the teacher and parent views on the instruction of 5th grade students by branch teachers. This study is designed according to the phenomenology design and uses qualitative data. In order to collect data, open- ended questions were asked to 18 teachers and 16 parents of 5th grade students on the subject, and the responses were analyzed. According to the results of the study, for parents, the disadvantageous aspects of instruction of 5th grade students by branch teachers are that the students could not express themselves in the new class, there is no one knowing and monitoring them closely in the new class and students have difficulty in doing the performance homework. On the other hand, advantageous aspects for students according to parents are that branch teachers give instruction as they have command on the subject and students take multiple teachers as models. The study found the disadvantageous aspects for teachers as having difficulty in completing the curriculum, following homework and maintaining classroom discipline.</p>

The Use of Tablets Distributed within the Scope of FATIH Project for Education in Turkey (Is FATIH Project a Fiasco or a Technological Revolution?)

This study aims to profoundly investigate the usage of tablets distributed within the scope of FATIH Project in Turkey in terms of teacher views. The study was conducted with case study design, which is one of the qualitative study methods. The participants in the study were determined using critical case sampling. Data was collected using semi-structured interviews made with 6 branch teachers working in nickname high school in Sivas during the spring semester of 2014-2015 educational year. As a result of analysis of the interview data, two main themes were determined: the current usage and aims for using the tablets distributed by the Ministry of Education within the scope of FATIH Project and technical problems related to tablets and solution suggestions. According to the findings, it was concluded that the teachers did not use the tablets in the classroom for reasons such as technical problems and not having sufficient in-service education and the tablets have become play things for the students.

Matematik Öğretmenlerinin Zümre Öğretmenler Kurulunun Etkililiği Hakkındaki Görüşlerinin İncelenmesi

The aim of this study is to investigate the views of mathematics teachers on the effectiveness of branch teachers’ committee meeting. The study was carried out with 97 (61 elementary school and 36 secondary school) mathematics teachers who were working in different regions of Turkey. For data collection, a questionnaire consisting of 20 items developed by Demirtas and Comert (2006) and a form included open-ended questions were used. In order to analyze the gathered data, content analysis technique was performed. At the end of the study it was observed that the views of mathematics teachers on effectiveness of committee meetings are amount to on average. Besides, the quantitative findings, the answers given to open – ended questions showed that a considerable amount of teachers see branch teachers’ committee meeting as a matter of form and have weak beliefs in the necessity of the meetings. Through the findings gathered, some recommendations were made by the researchers

English

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.

English

The aim of this study was to determine the problem-solving skills of the teachers in various branches in Çat town of  Erzurum Province in Turkey, using some variables. A total of 153 teachers (84 females, 69 males and age: 1.6536±0.72837) from different departments participated in the study. Problem Solving Inventory, developed by Heppner and Peterson (1982), was used to measure the problem solving skill level of the individual. For processing data, conventional statistical measures and methods were employed: Analysis of variance (ANOVA) test, tukey test, t-test, mean frequency distribution and standard deviation were computed. SPSS was used for analyzing of data. Results showed that the teachers had moderate problem-solving skills, According to course hours variables of the teachers entering, among impatient, thinking, avoidant, planned approach levels, mother occupation level between planned and thinking approach levels, the father's educational levels according to problem solving total scores and sport branches variable and among the thinking, self-confident, planned approach and problem solving total scores were statistically found meaningful difference (p<.05). Key words: Problem solving, teachers, teachers’ skills.

A suggested model of handstand teaching method

The aim of this paper was, based on the review of the previous available theoretical, scientific and expert knowledge about a handstand, to suggest a more efficient teaching model. A handstand is an exercise performed on all the apparatus in a gymnastics all-around competition, in its basic form of performance or as a transition exercise, when it is performed as a link to some more complex acrobatic exercises. In addition, this exercise is also performed in other sports as well as a part of the physical education curriculum, so that this paper will help not only the gymnastics experts and coaches, but also the coaches and teachers in other sports branches, to improve this exercise with their performers in a regular way and by the application of the most effective methods.

Ortaöğretim Okulu Yöneticilerinin Etik Liderlik Davranışları ile Öğretmenlerin Örgütsel Bağlılıkları Arasındaki İlişki

The purpose of this research was to determine the ethical leadership behaviours of school administrators and organizational commitment of teachers. The study was a relational research model. The study was consisted of 590 branch teachers working in the secondary schools which are located in both Siirt center and its districts in 2009-2010. Ethical Leadership Scale was used to determine the principals' ethical leadership behaviours according to teachers’ point of view. In addition ‘Organizational Commitment’ scale developed by Balay (2000b) was also used to determine the organizational commitment levels of teachers. The result of the study indicated that there is negative and low relation between organizational commitment of teachers in terms of adaptation in respect to practices related to all dimensions of ethical leadership behaviours of school administrations. Also, there is a positive and medium level relation between the ethical leadership sub-dimensions such as tolerance, justice, responsibility, democracy and teachers’ identification commitment. Regression analysis indicated that the responsibility sub-dimension of ethical leadership behaviour positively predicted the identification commitment.

En

This study aims to determine the effect sizes of burnout levels of educational stakeholders in terms of marital status. It consists of classroom and branch teachers, preschool teachers, principals and vice-principals, supervisors and academicians. 48 empirical studies meeting the inclusion criteria were included. Maslach Burnout Inventory (MBI) was the only inventory used in included studies. 49 effect sizes (Cohen’s d) were calculated for each of the dimensions of MBI. For emotional exhaustion, depersonalization and (reduced) personal achievement, combined effect sizes were calculated as -0,035, -0,109 and 0,039 respectively for random effect model. These results indicate that the effect sizes for marital status were on trivial level and favouring single educators in emotional exhaustion and depersonalization dimensions whereas for married ones in personal achievement dimension. Due to medium heterogeneity, moderator analyses were also done. Genisletilmis Turkce Ozet Makalenin Sonundadir

Eğitim Fakültesi Son Sınıf Öğrencilerinin Aile Katılımı ile İlgili Görüşleri

This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the Parent Involvement Survey developed by Epstein and Dauber. This survey contains both open-ended questions and Likert-type items regarding the dimensions of parent involvement. A mixed research model was employed in this study. MANOVA, ANOVA and t-test were used. Qualitative data were thematically analyzed. The results show that although participants generally have positive opinions about parent involvement, participants from the primary school teaching program have higher averages in all dimensions. There is a significant difference between groups in regard to the 1st, 2nd, 3rd, 4th, and 7th dimensions, but not in terms of the 5th, 6th, and 8th, dimensions. According to the results, branch teachers working with middle school students have more limited knowledge and less positive views on this subject. While they believe that the subject of parent involvement should be included in teacher training processes, they also think that parent involvement is not sufficiently supported at schools due to reasons stemming from both teachers and families.

Okul Yöneticilerinin Sosyal İletişim Becerileri ile Öğretmenlerin Motivasyon Düzeyleri Arasındaki İlişki [doi: 10.14527/kuey.2014.009

In this study, we intend to detect the relationship between the social communication skills of the school administrators serving in secondary schools and motivation levels of branch teachers according to the gender, expertise and seniority variables of the teachers. The study is a quantitative study in relationship survey model. The study population consists of a total of 531 teachers serving in Turkish, Mathematics, Science and Technology, Social Studies and English branches in secondary schools in the central district of Sivas. 211 teachers who are selected by cluster sampling method constitute, on the other hand, the sample of the study. Pearson's correlation was used in the analysis of the data obtained at the end of the study. According to study findings, it was found that there was a high level, positive and significant relationship between social communication skills of school administrators serving in secondary schools and the motivation of branch teachers and that such relationship occurs in different levels according to the gender, expertise and seniority variables of the teachers.

Teachers’ Technological Pedagogical Content Knowledge Self-Efficacies

The aim of this study was to determine teachers’ views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers’ self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers’ self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers’ self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers’ self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers’ self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.

Relation between Secondary School Administrators’ Transformational and Transactional Leadership Style and Skills to Diversity Management in the School

This study investigates the relation between secondary school administrators' transformational and transac- tional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers from 34 different schools in the city of Siirt during the academic year of 2010-2011. In the research, Multifactor Leadership scale was used to determine the leadership styles of school administrators and Questionnaire for Diversity Management scale was used to indicate the degree of behavior related to diversity management. In the result of research it was determined that there was a positive and mod- erate relationship between school administrators' transformational leadership style and skills to management diversity. This study it was found that there was a positive and moderate relationship between all dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and admin- istrative practices and policies sub-dimension of diversity management, and between intellectual stimulation and individual support sub-dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and individual attitudes and behaviors, organizational values and norms dimensions of diversity management. It was also found that there was a negative and weak relationship between manage- ment by exception (passive) and laissez-faire leadership dimensions of transactional leadership and individual attitudes and behaviors, administrative practices and policies sub-dimensions of diversity management, and between management by exception of transactional leadership (passive) and organizational values and norms sub-dimension of diversity management. Findings of study reveals that practices, such as individual attitudes and behaviors, managerial practices and politics associated with individualized consideration, dimension of transformational leaders and contingent, dimension of transactional leadership were significantly predictors of management skills diversity in schools. Furthermore practices of dimensions of transformational leadership, individualized consideration, idealized stimulation and of dimensions of transactional leadership, contingent re- ward significantly predictor dimensions of management diversity in schools in respect to organizational values and norms.

Comparison of curiosity levels of physical education teachers to the teachers of other branches

It is thought that a teacher with a sense of curiosity is more effective in arousing sense of curiosity of his/her students. In this regard; the study aimed to determine curiosity levels of branch teachers, to explore whether or not their curiosity levels differed in terms of the variables of gender, age, professional seniority (length of service) and marital status and to compare curiosity levels of physical education teachers to the teachers of other branches. The study was conducted with 388 branch teachers who taught in Kayseri during the academic year of 2011-2012. As the data collection tool; Curiosity Index (CI-3) [which was developed by Ainley (1987) (cited by Fulcher, 2004) and Turkish version of which was made by Demirel and Coskun (2009)] was used. For the data analyses; descriptive statistics methods such as frequency (n), percentages (%), arithmetical means and standard deviation were used in order to analyze descriptive personal information. In order to detect the differences; such non-parametric tests as Mann Whitney U test and Kruskal-Wallis test were employed because the data did not follow a normal distribution and homogeneity conditions were not obtained in the variables of gender, age, marital status, professional seniority (length of service). In light of the findings; it was found out that curiosity levels of those branch teachers who were aged between 23 and 30, female and single were higher and that curiosity levels of physical education teachers were lower than other branch teachers in Kayseri.

VIRTUAL OR PHYSICAL: In-service and Pre-Service Teacher's Beliefs and Preferences on Manipulatives

Although the use of physical manipulatives, which have been emphasized to use in preschool education program and primary and secondary mathematics curriculum, in classroom environments is old, it is very new to use virtual manipulatives in classroom environments. The selection, preparation, and the integration to learning environments of both types of manipulatives are the most basic duties of teachers. However, the experiences, of using the physical and virtual manipulatives in course environments, of teachers and pre-service teachers are influenced by beliefs about the nature, teaching and learning of mathematics. The aim of this study is to determine and compare the beliefs of teachers and pre-service teachers in different branches for the use of virtual and physical manipulatives in mathematics education. For this purpose, 148 teachers, in the provinces of Trabzon, Kars and Gumushane, and 228 pre-service teachers, in the Education Faculties of Karadeniz Technical University and Kafkas University, have been applied two types of scales and interviews have been conducted with 40 teachers and pre-service teachers selected from that sample. Frequencies, percentages and arithmetic averages have been used to analyze the data. As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future.

Perception of classroom and branch teachers working in primary schools towards in-service education

The need for in-service education for teachers is recognized by all who are concerned with improvement of school practice. A successful in-service education involves many different kinds of activities. This study aims to determine the perceptions of classroom and branch (social studies, science and technology, foreign language, physical education etc) teachers working in primary schools in Canakkale, Turkey towards in-service education. Accordingly, out of 189 teachers attending in-service education held by Ministry of Education, 92 teachers were presented a scale which consisted of 12 problems and were required to choose 4 of them which they believed were the most annoying ones. In this way, 368 problems were designated by teachers. When the most frequent problems were analyzed, the top-three problems were: “there are no attractive activities”, “people in charge do not have necessary qualifications” and “In-service education activities are impractical”. On the other hand, when the least frequent problems were analyzed, the period between the application and implementation of the in-service education is too long, and the refusal of the application by the higher authorities due to various reasons (planlessness, farness, negligence etc) were designated as the least discomforting problems by the teachers. Furthermore, a significant correlation was not obtained among the teachers due to gender, experience and branches. Key words: Classroom teacher, branch teacher, in-service training, problems of teachers.

Organisational rules in schools: teachers’ opinions about functions of rules, rule-following and breaking behaviours in relation to their locus of control

The main aim of this research is to examine teachers’ opinions about functions of school rules, reasons for rule-breaking and results of rule-breaking in relation to their locus of control, gender, age, seniority and branch. 350 public elementary school teachers in Ankara are included in the correlational survey model study. According to the teachers, the main function of school rules is to “provide regularity”. Classroom teachers find school rules more functional than branch teachers. Teachers with internal locus of control find school rules more functional than externals and junior teachers find school rules more functional than senior teachers. The main reason for teachers’ rule-breaking is “being uninvolved in rulemaking process”. When teachers do not follow school rules, they come across with cold behaviours of the school administrators.

AN EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS AND TEACHERS’ OPINIONS ABOUT IN EDUCATIONAL UNIONS TO ACCORDING VARIOUS VARIABLES: CASE OF MALATYA CITY

AN EVALUATION OF PRIMARY SCHOOL ADMINISTRATORS AND TEACHERS’ OPINIONS ABOUT IN EDUCATIONAL UNIONS TO ACCORDING VARIOUS VARIABLES: CASE OF MALATYA CITY

Zihin Engelliler Sınıf Öğretmenlerinin Eğitim Uygulama Okulu Programına ve Öğretimde Kullandıkları Yöntemlere İlişkin Görüşleri

This study aims at identifying the opinions of class teachers of mentally disabled on the school program of the education application schools and vocational training centers and the methods they use in teaching. Semi-structured interview, which one of qualitative research methods, have been used in the study. 11 class teachers of mentally disabled, serving at education application school and vocational school, have participated in the study. Data was collected with the interview form, prepared by the authors, which contained interview questions for which expert opinions have been obtained. Data obtained with the interview method was analyzed with the inductive analysis technique. The study results have shown that the teachers believed that the contents of the lessons included into the program and the textbooks were inadequate; that more emphasis should be placed on communal and social skills, early education, language and speech, physical education, music and drawing lessons; that religion lessons should not be given by branch teachers; and it has been observed that some the teachers were not fully cognizant on methods used in special education.