Turkish Primary School Research Articles

Foreign language teachers organising learning during their first year of teaching young learners

This paper explores the experience of English as a foreign language (EFL) teachers moving from teaching older learners to teaching younger learners. The context of the study is the Turkish private primary school sector. In response to a 1997 educational reform, many schools in this sector introduced English as a subject in the first year of primary school (children aged seven and older). These private schools were well resourced and financially strong, but struggled to find English teachers with young learner experience. Consequently, they often hired English teachers from secondary/high schools and the adult EFL sector. The paper explores the experience of four English teachers fitting this profile during their first year of teaching English at the primary level. The analysis focuses on how the teachers organised learning in their classrooms, and how this developed over time. This was an aspect of teaching that the teachers were particularly concerned about during their first year of teaching young learners. The analysis shows how the teachers' understanding moved from a concern with controlling the behaviour of learners towards a broader conceptualisation of how one might organise learning in young learner classrooms. We believe that these teachers' development over the first year of teaching L2 English to children may offer insights for novice and more experienced teachers, of both English and other languages, faced with the challenge of teaching young learners for the first time.

Predicting organizational commitment from organizational culture in Turkish primary schools

This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational culture in Turkish primary schools. Organizational Culture Scale (Ipek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels. They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization levels was predicted from achievement and support cultures.

Computed tomography measurement of the auricle in Han population of north China

A large number of anthropometric studies of the human auricle have been conducted in various populations. However, data from Han Chinese population are currently not available. The morphology of the auricle is highly complex. Consequently, traditional direct measurement techniques are unable to provide sufficient detail and accuracy. The present study sought to provide anthropometrical data on the auricles of Han Chinese individuals using a three-dimensional (3D) computed tomography (CT) reconstruction technique. A total of 485 data sets were utilised for this study. This sample consisted of data from 241 females aged 18-75 years and 244 males aged 18-74 years. All participants were categorised by gender and further into three age groups. Twelve anthropometrical dimensions of normal auricles were measured with 3D CT. Auricular, tragal, lobular and conchal indices were calculated to further examine the auricles. Earlobes were classified into three basic groups according to the angle of the junction of the earlobe with the cheek. Few of the anthropometrical data showed significant bilateral differences in auricular dimensions. The height of the tragus, lobular length, lobular width, conchal width, protrusion at tragal level and inclination angle of auricles showed no significant differences between males and females. All the linear dimensions of auricles, except the height of the tragus, conchal length and width, increased with age for both males and females. Protrusion at the superaurale and tragal levels showed a decrease of between 4% and 9% for males and 4% and 10% for females across all age groups. This study is the first to report CT measurement of normal auricles in a northern Han Chinese population. We found that this method enabled the complexity of the ear to be measured easily and accurately. Increasing our knowledge of normal auricular dimensions will be beneficial for plastic surgeons.

The effects of conflict resolution and peer mediation training on primary school students' level of aggression

This study aims to analyse the effects of conflict resolution and peer mediation (CRPM) training on the levels of aggression of 10–11-year-old Turkish primary school students. The study was conducted using a quasi-experimental design. The experimental group of the study included 347 students (173 girls, 174 boys), and the control group had 328 students (158 girls, 170 boys). Data for the research were collected using the ‘Aggression Scale’. Data analyses revealed that CRPM training was effective in lowering the aggression scale scores of the students. Boys seem to have benefited more from the training than girls. CRPM training was found to reduce student aggression which may lead to more constructive, restorative and peaceful behaviour in classroom and school settings. Since less energy and time will have to be allocated to resolving problem behaviour, academic success may increase, and a safer school atmosphere may be attained.

Teachers' and Students' Opinions about the Interactive Instructional Environment Designed for Bilingual Turkish Primary School Students in Norway

Within the context of multicultural education process, bilingual students face the risk of failure due to the problems they experience while using their mother language. One of the groups that have similar problems is Turkish students in Norway; these students also have many problems in learning and using their mother language, Turkish. Some of these problems can be listed as being incompetent in comprehension and selfexpression, having limited vocabulary size, inadequate source for language learning and having few class hours for Turkish learning (Belet, 2009). As one of the alternative solution for all these, designing an interactive learning media can be suggested. In this context, the present study contains two phases as designing process of interactive media for the bilingual students’ use of mother language and then revealing teachers and students’ opinions about the design process and designed interactive media. Before the design process of interactive learning media, a need assessment study on the basis of the teachers’ opinions about the problems that the students experience in Turkish learning, their expectations and characteristics was conducted. The data of the research, which was projected, based on the qualitative research method, were collected in the form of survey with open ended questions on need assessment study and design evaluation process, the findings obtained were analyzed and interpreted based on the descriptive analyses method. The results of need assessment indicated that Turkish primary education students in Norway were active in technology use but incompetent in comprehension and self-expression in Turkish, besides they did not have enough vocabulary knowledge. Furthermore, it was obtained that they did not have enough sources for language learning and use, thus they expected to use various learning CDs as alternative solution for these problems. According to the results of needs assessment study, some criteria for the design process were determined and then the interactive Turkish learning media was designed. At the second phase of the study, the teachers and students’ opinions about the deigned interactive media were examined. Consequently, it was observed that both the teachers and students generally had positive opinions about interactive learning environment

Validity and reliability of Turkish form of children's self-efficacy scale on Turkish primary school students

The study's purpose is to adapt Children's Self-Efficacy Scale to Turkish and search its reliability and validity on a Turkish children's sample. In order to search construct validity, both confirmatory and exploratory factor analysis was applied. The results of EFA indicated that there are three factors explaining 48% variation. Through CFA, null model, two factor model and two-factor excluding Item 19 were compared. The results indicated a better fit for the last model. Criterion validity has been established through significant correlations with a set of scales. Reliability checks were also satisfactory. The results indicated that Turkish form of CSS is a valid and reliable instrument to measure children's self-efficacy levels.

English language learning and teaching styles in two Turkish primary schools

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

Relationships between teacher organizational commitment, psychological hardiness and some demographic variables in Turkish primary schools

PurposeThe purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools.Design/methodology/approachA total of 405 randomly selected teachers working at primary schools in Ankara participated in the study. Personal Views Survey III‐R and the Organizational Commitment Scale were used to gather data.FindingsThis paper supports the argument that psychological hardiness is a meaningful construct predicting the perceptions of primary school teachers on organizational commitment. Results reveal that psychological hardiness is positively and significantly related to both identification and internalization components of teacher commitment, whereas it is negatively and significantly correlated to the commitment predicated on compliance. Teacher compliance commitment is negatively associated with both identification and internalization. Although gender and years of experience are significant predictors of identification and internalization, the variables of subject specialization and age did not significantly predict all three subscales of teacher commitment.Originality/valueThis paper represents a different approach to organizational commitment by examining teacher commitment under three components – compliance, identification, and internalization. This paper also explores the relationships between organizational commitment and teacher psychological hardiness which is a personality style reducing the negative effects of stress. Results from this study are discussed in relation to practical implications in school settings.

Examining the relationship between teacher organizational commitment and school health in Turkish primary schools

The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara. Results indicated that teacher compliance commitment was negatively related to both identification and internalization. Three dimensions of school health, institutional integrity, principal professional leadership, and morale, negatively predicted teacher commitment based on compliance. However, teacher internalization commitment was positively predicted by these 3 health dimensions. Professional leadership was the only school health dimension that was significant in predicting identification commitment. Two other dimensions of school health, academic emphasis and resource support, were not significant predictors of the commitment factors. Results of the study are discussed in relation to developing the organizational health of schools and improving the organizational commitment of teachers.

Board’s IQ: What makes a board smart?

The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results.

Effects of zinc supplementation on parent and teacher behaviour rating scores in low socioeconomic level Turkish primary school children

To determine the effect of zinc supplementation on behaviour in low-income school aged children. Double-blind randomized, placebo controlled trial. Low-income district primary school in Turkey. Third grade students in the school. Among 252 students, 226 participated and 218 completed the study. Children in each class were randomized either to the study group to receive 15 mg/day elemental zinc syrup or to placebo group to receive the syrup without zinc for 10 weeks. The change in Conner's Rating Scales for Teachers and Parents scores after supplementation. The mean Conner's Rating Scale for Parents scores on attention deficit, hyperactivity, oppositional behaviour and conduct disorder decreased significantly in the study and placebo groups after supplementation (p < 0.01). The prevalence of children with clinically significant parent ratings on attention deficit (p = 0.01) and hyperactivity (p = 0.004) decreased in the study group while prevalence of oppositional behaviour (p = 0.007) decreased in the placebo group. In children of mothers with low education all mean Parents' scores decreased significantly (p < 0.01) in the study group while only hyperactivity scores decreased in the placebo group (p < 0.01). In this subgroup the prevalence of children with clinically significant scores for attention deficit, hyperactivity and oppositional behaviour decreased only in the study group (p < 0.05). There was no change in mean Teachers' scores. In our study zinc supplementation decreased the prevalence of children with clinically significant scores for attention deficit and hyperactivity. The affect on behaviour was more evident in the children of low educated mothers.

Organizational citizenship and organizational justice in Turkish primary schools

PurposeThe purpose of this study is to determine primary school teachers' perceptions regarding organizational citizenship and organizational justice. The study also aims to determine whether such perceptions vary depending on the variables of gender, field of study and seniority, and whether organizational citizenship behaviors and organizational justice are related.Design/methodology/approachData were gathered via a survey instrument that incorporated the “Organizational Citizenship Behavior Scale for Schools” (OCB‐Scale) and the “Organizational Justice Scale” (OJS).FindingsIt was found that the teachers had positive perceptions regarding organizational citizenship and organizational justice. Their organizational citizenship perceptions did not vary according to gender, field of study and seniority, whereas their organizational justice perceptions varied according to seniority, but not gender and field of study. There was a moderate positive relationship between the teachers' organizational citizenship and organizational justice perceptions.Research limitations/implicationsThe study is limited to the perceptions of primary school teachers.Practical implicationsThe findings of this research provide particular information for Turkish policy makers concerned with school administration as well as insights that may be relevant to similar studies internationally.Originality/valueThe study of organizational citizenship and organizational justice in schools adds to a relatively limited literature on this theme.

Total quality management practices in Turkish primary schools

PurposeThe purpose of this paper is to determine the extent of total quality management (TQM) practices in primary schools based on teachers' perceptions, and how their perceptions are related to different variables.Design/methodology/approachIn this study, a survey based descriptive scanning model was used. This study was carried out in Malatya city centre on teachers working at primary schools. Using stratified sampling method, 21 schools and 420 teachers working in these schools were selected randomly. A total of 396 of the questionnaires were validated and evaluated. A total of six‐dimensioned and a 60‐itemed questionnaire was administered to these teachers. Data were analysed by SPSS program.FindingsIn the perceptions of teachers, there were some problems with the indicators of TQM practices, especially on the dimension of change management. There were significant differences among teachers' perceptions on TQM practices depending upon the variables of branch, level of education and tenure, while there were no meaningful differences according to the gender variable.Practical implicationsThe findings reveal the need for an effective change management, educating staff and utilizing human resources to attain a system‐wide quality improvement, to implement the principles of TQM.Originality/valueQuality improvement is a continual process that should be taken up from the operational level to senior management. Primary schools, as the basic subsystem of educational super‐system, affect upper level schools with their outcomes. So TQM efforts at primary schools are fundamentally important to achieve a high quality education system. This paper sheds light on how to improve quality at this basic level.

Turkish primary school students’ performance on basic science process skills

The aim of this research is to determine Turkish primary school second grade students’ level of performance on basic science process skills and weather there are statically significant differences in their performance linked to their gender, grade level, economic background, the education background of their mother, the number of family. Data were collected with the authors’ constructed basic science process skills test. The test is comprised 10 items related to observing, classifying, measuring metrically, inferring, predicting and communication. The results indicated that the subjects’ mean score was not low but not satisfactory. However, there was a positive relationship between their performance and their gender, grade level, economic background, the education background of their mother, the number of family.

Examining the relationship between job satisfaction and family ties of turkish primary school teachers

Job satisfaction affects all the social lives of the individuals. When employees are satisfied with their jobs, this cover their all their lives. Studies have been encountered indicating that individuals with higher job satisfaction have more positive behaviors and their psychological health within the social structure is better. With these reasons, like in all other professions, working of teachers in their jobs willingly and lovingly is extremely important for an efficient operation of the education system. Professional activities of teachers, which cover significant portions of their lives, are among the prerequisites that will ensure the society to be more healthy and successful. Many studies examining the job satisfaction of teachers performed in the country and in abroad have been encountered. Job satisfaction and individual and environmental factors affecting the job satisfaction have been stressed in these studies, and factors like salaries, gender, school administration and guiding, and work conditions have been frequently examined. Together with these, it is thought that family ties are also effective, and it is assumed that individuals with higher family ties have higher job satisfaction. The present study was performed with the purpose of determining the relationship between job satisfactions of teachers and their family ties. The study group of this study consisted of teachers working in primary schools of Ankara Province. Study was implemented in 8 primary schools. Accordingly, total 614 teachers consisting of 302 teachers working in the first phase of primary education and 302 teachers working in the second phase who accepted to participate in the study constituted the sampling. Data of the study were collected using the demographic characteristics questionnaire, Minnesote Job Satisfaction Scale and Family Ties Scale developed by the investigators. Branches, ages, gender, educational statuses, years of service, marital statuses, family structures, monthly incomes, daily and weekly average working hours and whether or not they would choose the same profession if they had a chance were asked to the teachers within the scope of demographic characteristics. Minnesote Job Satisfaction Scale developed by Dawis, Weiss and England was used to determine the job satisfaction of teachers. This scale consists of 20 items in the form of 5-likert. The scale developed by the investigators was used to determine the family ties of the teachers. In the scope of the pilot study, family ties scale was applied to total 109 teachers, out of which 42 were teachers of the first phase in primary education and 37 were from second phase. Factor analysis was performed for the scale that was prepared as 29 items initially, and items under 40 according to the results of the analysis were excluded. According to the results of the factor analysis, the scale consists of two sub-scales, namely as the “importance-value attributed to the family” and “giving time to the family”. The sub-scale of “importance-value attributed to the family” consists of 10 items and the sub-scale of “giving time to the family” consists of 7 items. Alpha reliability coefficient of the sub-scale “importance-value attributed to the family” was found to be 0.90, the alpha reliability coefficient of the sub-scale “giving time to the family” was found to be 0.81, and the alpha reliability coefficient of family ties scale was found to be 0.91. Demographic characteristics of the teachers were shown as percentages and frequency. Arithmetic average and standard deviation of the job satisfaction and family ties scale scores of teachers were calculated. Relationship between the job satisfaction, family ties and its sub-scales were examined.

The Relationship Between Organizational Trust and Organizational Commitment in Turkish Primary Schools

The Relationship Between Organizational Trust and Organizational Commitment in Turkish Primary Schools

Assessment of outdoor school environments and physical activity in Ankara's primary schools

Outdoor school environments are sites for play and physical activity for many children, and shortcomings within these environments are considered significant factors that contribute to children's inactive lifestyles and high levels of childhood obesity. This study explores the associations between the physical characteristics of schoolyards and the physical activity of third and fourth year students in five Turkish primary schools. Data were collected through multiple methods, including behavior mapping of student activities during recess, physical assessments of schoolyards, and interviews with students, teachers and administrations. The findings show similarities in the landscape features and physical qualities of schoolyards, particularly in the types of play and activities in which students engage. Results indicated that active students who walk to and from schools have lower body mass index (BMI) values than passive students, and students in schools with larger yards have lower BMI values. Most of the students prefer spacious and vegetated yards. A major concern is the crowdedness of the yards during recess that limit children's activity. Schoolyards with advanced landscape features are preferred more, and this in turn affects students’ positive satisfaction. Outdoor school environments have a correlation to health outcomes and should be designed to promote more activity. Improving the physical and landscape qualities of the public schoolyards should be the primary concern of the designers in order to increase awareness of natural environment and more important, increase the health of children.

FACTORS AFFECTING HOPELESSNESS LEVELS OF TURKISH PRETEENAGERS ATTENDING PRIMARY SCHOOL: A STRUCTURAL EQUATION MODEL

This study was designed to determine the factors affecting hopelessness about the future of 10–12-year-old Turkish primary school students. Firstly, descriptive factor analysis was applied in order to determine the factors affecting hopelessness levels, then a structural equation model (SEM) was utilized to describe the relationship between the specified factors and hopelessness; these relationships were tested by LISREL 8.54. The results indicated that the preteenagers' level of hopelessness was adversely affected by support received from parents and friends. The hopelessness level was also significantly affected by the preteenagers' positive self-definition and parents' educational level.

Language Planning and Implementation in Turkish Primary Schools

This paper explores a major curriculum innovation in English language teaching in Turkish primary education from macro and micro perspectives. After an overview of the role of English in Turkey, macro-level planning underlying the introduction of English language teaching policy in state-owned primary education is presented. Then the diffusion of innovation through the government's provision of teacher opportunities is laid out. This is followed by micro-level implementation of language policy, focusing on a case study conducted in a local context. Based on survey findings, suggestions are proposed for the future direction of Turkish primary-level English language teaching.

Evaluating environmental tobacco smoke exposure in a group of Turkish primary school students and developing intervention methods for prevention

BackgroundIn countries like Turkey where smoking is highly prevalent, children's exposure to tobacco smoke is an important public health problem. The goals of this study were to determine the self-reported environmental tobacco smoke exposure status of primary school students in grades 3 to 5, to verify self-reported exposure levels with data provided from a biomarker of exposure, and to develop methods for preventing school children from passive smoking.MethodsThe study was conducted on 347 primary school students by using a standard questionnaire and urinary cotinine tests. Children with verified ETS exposure were randomly assigned to 2 intervention groups. Two phone interviews were conducted with the parents of the first group regarding their children's passive smoking status and its possible consequences. On the other hand, a brief note concerning urinary cotinine test result was sent to parents of the second group. Nine months after the initial urinary cotinine tests, measurements were repeated in both groups.ResultsAccording to questionnaire data, 59.9% of the study group (208 of 347) were exposed to ETS. Urinary cotinine measurements of children were highly consistent with the self-reported exposure levels (P < 0.001). Two different intervention methods were applied to parents of the exposed children. Control tests suggested a remarkable reduction in the proportion of those children demonstrating a recent exposure to ETS in both groups. Proportions of children with urinary cotinine concentrations 10 ng/ml or lower were 79.5% in Group I and 74.2% in Group II (P > 0.05).ConclusionSelf-reported ETS exposure was found to be pretty accurate in the 9–11 age group when checked with urinary cotinine tests. Only informing parents that their childrens' ETS exposure were confirmed by a laboratory test seems to be very promising in preventing children from ETS.