ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Meaningful Work Level of Academics in Terms of Different Variables = Akademisyenlerin Islerini Anlamli Bulma Düzeyinin Çesitli Degiskenlere Göre Incelenmesi
Author: Balci, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Public Colleges,Job Satisfaction,Job Performance,Intellectual Disciplines,Academic Rank (Professional),Self Actualization,Family Work Relationship,Recognition (Achievement),Altruism,Foreign Countries

This study aimed to the meaningfulness of their work from their own perspective in relation to a set of variables. In this study descriptive survey design was used. In order to collect the data Meaningful Work Scale was developed and used. The participants of the study comprised of 385 academic staff members from three different public universities. To analyze the data mean, standard deviation, frequency, and one-way ANOVA were used. The results revealed that participants find their work meaningful in terms of the work itself, sense of contribution, sense of self and sense of balance in the respective order. Opinions of academics differ according to academic title, discipline on sense of self and sense of contribution dimensions. Academics at the Faculty of Medicine find their work more meaningful when compared with education, economics and administrative sciences faculties academicians in relation to the sense of contribution dimension. The professors find their work relatively more meaningful than the assistant professors both in relation to the sense of self and sense of contribution dimensions. In the context of the relation of meaningful work on motivation and job satisfaction, manageable workload, work-life balance and mentoring programs, total reward-recognition system in higher education can be recommended.
Teaching English Vocabulary Online: Is the Screen a Barrier?
Author: Zabolotna, Oksana
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Bibliometrics,Delphi Technique,Teaching Methods,Methods Courses,Online Courses,Universities,Research Reports,Teacher Education Programs,Language Teachers,Foreign Countries,Periodicals,Computer Assisted Instruction,Usability,Computer Software,Computer Games,Integrated Learning Systems

This paper presents mixed-method research on teaching vocabulary online using a combination of quantitative (bibliometric approach) and qualitative (expert evaluation based on Delphi technique) methods to answer three research questions: Which tools in teaching language with technology have been described in research publications? Which tools are frequently addressed in EFL Methodology course in Ukrainian universities for teaching vocabulary online? Which tools and methods require more information for teaching vocabulary online? To answer the first research question, the authors have used a bibliometric approach to analyse the topic-related articles in the eight most relevant journals from the Scopus Database between 2011 and 2020. The authors have encountered few literature review articles tracking the developments in this research area and no articles using bibliometric methods or science maps. After finalising and structuring the bibliometric analysis data, the authors have used the Delphi method with the British Council experts who were involved in the New Generation School Teacher Project. The experts who are EFL Methodology teachers at 7 Ukrainian Universities have shared their experience in using the tools identified by the bibliometric analysis and listed the usability precedency and hurdles with their recommendations. The experts assisted in answering the research questions about the tools addressed in the EFL methodology course and those that require some consideration. As a result, the findings are collated and shared with EFL teachers, and they can gain valuable insights into the current state of the research and practice in this area. In the discussion part, the authors familiarise EFL teachers with the newest resources that provide information about the understudied areas.
Spiritual Leadership, Organizational Culture, Organizational Silence and Academic Success of the School = Ruhsal Liderlik, Örgüt Kültürü, Örgütsel Sessizlik ve Okulun Akademik Basarisi
Author: Çimen, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Teachers,Foreign Countries,Teacher Attitudes,Institutional Characteristics,Public Schools,High Schools,Religious Factors,School Culture,Leadership,Principals,Academic Achievement

In this study, the relationships between high school teachers' perceptions of spiritual leadership, organizational culture, organizational silences and academic success of the school were tested. The population of the research, which is designed with causal model, consists of a total of 2,791 teachers working in public high schools in a province in Central Anatolia, whereas the sample consisted of 457 teachers working in 24 high schools determined by the proportional cluster-sampling method. The primary data of the research were obtained using the Spiritual Leadership Scale, School Culture Inventory and Organizational Silence Scale, whereas the secondary data were obtained using the average scores of the school from the Higher Education Entrance Examination (YGS) and the Undergraduate Placement Examination (LYS). The data were tested using correlation analysis, multiple regression analysis and structural equation model. The findings of the research showed that teachers' perceptions about the spiritual leadership behaviors of the principals affected their organizational culture perception positively; the perception of the organizational culture affected the school's YGS average score positively and LYS average score negatively.
Problems Encountered in Pre-School Education According to the Views of School Managers, Teachers and Parents = Okul Yöneticilerinin, Ögretmenlerin ve Velilerin Görüslerine Göre Ana Sinifi Egitiminde Karsilasilan Sorunlar
Author: Sabanci, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Barriers,Administrator Attitudes,Parent Attitudes,Teacher Attitudes,Assistant Principals,Preschool Teachers,Foreign Countries,Standards,Educational Facilities,Educational Resources,Classroom Environment,Student Characteristics,Family Attitudes,Family Influence,Environmental Influences,Curriculum,Training,Interpersonal Communication,Administrator Behavior

The objective of this research is to find out the problems encountered by principals, teachers and parents about pre-schools' education processes. In the study, qualitative research method was used and it was designed in hermeneutical phenomenological method. The research was performed in primary schools having nursery classes in Korkuteli district of Antalya in 2015-2016 educational years. Study group comprised of principles, 2 vice principals 5 pre-school teachers working in 6 schools chosen according to maximum variation sampling method and 3 parents having students in these schools. Descriptive analysis and content analysis were used together in data analysis. The data collected was coded by the researchers and the themes were derived accordingly. Consequently, the problems about pre-school education via this research were reported in seven themes as: regulations, physical and material opportunities, interclass process, curriculum and training materials, top managers related issues, communication, family and environment related problems. It can be asserted that there are problems including purpose, structure, process and climate dimensions of this level of the educational organization. Based on these conclusions, action plans probable for developing this level of education can be recommended.
Relationship between Mentor Teachers&apos; Mentoring Functions and Beginning Teachers&apos; Subjective Happiness = Danisman Ögretmen Mentorluk Fonksiyonlari ile Aday Ögretmenlerin Öznel Mutluluk Düzeyi Arasindaki Iliski
Author: Yirci, Ramazan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Attitudes,Psychological Patterns,Mentors,Beginning Teacher Induction,Master Teachers,Predictor Variables,Institutional Characteristics,Gender Differences,Intellectual Disciplines,Faculty Workload,Elementary Secondary Education

According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation, beginning teachers are subjected to a training period for the first six months of their recruitment. This newly launched program aims to train beginning teachers through a master-apprentice relationship, which can be defined as a mentoring program. The purpose of this study was to examine the relationship between the level of subjective happiness of beginning teachers working at state schools and the mentoring functions their advisers perform with regard to various variables. Quantitative analysis was used, and the data were gathered through the Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developed by Lyubomirsky &amp; Lepper (1999). The sample of the study included 171 beginning teachers from three districts of Istanbul province. Correlation and regression analysis revealed that there is a moderate, positive and significant relationship between the level of subjective happiness of trainee teachers and the level of mentoring functions their advisors perform. The mentoring functions the advisor teachers performed were found to be a significant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection, mentor-mentee match and other mentoring processes should be well structured.
Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method
Author: Cardno, Carol
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Content Analysis,Leadership,Research Methodology,Foreign Countries,Teacher Evaluation,Evaluation Methods,School Policy

This paper presents policy document analysis as practical tool that can be put to valuable use by educational leaders and can also be adopted as a research method. Educational leaders are at the forefront of policy interpretation and consequently need knowledge and skills that enable them to analyse policy as part of their work in developing, implementing and reviewing organisational policy. They need to be able to look behind the policy to know what forces brought it into being; to tap into policy history to know how it was constructed; and most importantly, evaluate the way it is working to achieve its stated purposes. The analysis of policy documents is also an established and appealing qualitative research method, especially for students engaged in postgraduate research associated with educational leadership and policy studies because policy documents offer background insights into understanding educational problems in both research and practice. In this paper advantages and disadvantages associated with using documentary analysis as a qualitative research method are outlined and practical document analysis tools and approaches are presented.
Gain Scores Revisited: A Graphical Models Perspective
Author: Kim, Yongnam
Date: 2021-08-00
Type: Journal Articles
Subjects: Scores,Graphs,Causal Models,Statistical Bias,Pretests Posttests,Observation

For misguided reasons, social scientists have long been reluctant to use gain scores for estimating causal effects. This article develops graphical models and graph-based arguments to show that gain score methods are a viable strategy for identifying causal treatment effects in observational studies. The proposed graphical models reveal that gain score methods rely on a bias-removing mechanism that is quite different to regular matching or covariance adjustment. While gain score methods offset noncausal associations via differencing, matching or covariance adjustment blocks noncausal association via conditioning. Since gain score estimators do not rely on conditioning, they are immune to measurement error in the pretest, bias amplification, and collider bias. The graph-based arguments also demonstrate that the key identifying assumption for gain score methods, the common trend assumption, is difficult to assess and justify when the pretest causally affects treatment assignment. Finally, we discuss the distinct role of pretests in the context of Lord's paradox.
The Impact of Drudgery Jobs and Procedures on Quality and Performance = Okulda Angarya Is ve Islemlerin Performansin Niteligi ve Is Çiktilari Üzerindeki Etkisi
Author: Kazak, Ender
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Workload,Extracurricular Activities,Teacher Effectiveness,Educational Quality,Teacher Attitudes,Phenomenology,Educational Administration,Work Environment,Job Satisfaction,Decision Making,Foreign Countries,Content Analysis,Elementary School Teachers,Middle School Teachers,High School Teachers,Coaching (Performance),Fund Raising,Meetings,Working Hours,Compensation (Remuneration)

The drudgery means forced labor without any money. In social and organizational environments, it is used in the sense of non-functional, needless and vacant jobs. Social club activities in schools, specific days and weeks, coaching practices, etc. perceiving the issues as a drudgery chore may adversely affect the quality of the performance of the teacher, who is responsible for these activities and the quality of the individual and organizational outputs expected from these activities. However, carrying out these activities has very important individual and organizational consequences. In the study conducted in Düzce province with the participation of thirteen teachers in the 2018-2019 academic year, maximum diversity sampling method was used. Content analysis technique was used to analyze the data. In the study, interpretive phenomenological pattern was used including questions about the meaning that teachers put on the drudgery concept and how they experienced it. At the end of the research, it was found that there were many drudgery tasks that were loaded on teachers and school administrators; performance is not used effectively in carrying out these tasks; therefore, it was found that the expected quality of the work outputs could not be achieved. In line with the results of the research, suggestions were made for the termination of the drudgery practices and the participation of the employees in the decision. [Note: The page range (692-744) shown on the PDF is incorrect. The correct page range for this article is p693-744.]
Investigation of Teachers&apos; Views on a Happy Work Environment by PERMA Model = Mutlu Bir Is Ortamina Iliskin Ögretmen Görüslerinin PERMA Modeline Göre Incelenmesi
Author: Sahin, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Conditions,Models,Positive Attitudes,Foreign Countries,Psychological Patterns,Teaching Experience,Public School Teachers,Interprofessional Relationship

This study aims at examining teachers' perceptions of happy work environment within PERMA [positive emotions (P), engagement (E), positive relationships (R), meaning (M), accomplishment (A)] model, a well-being model in positive psychology. Phenomenological research design was used in this study and a group of 17 teachers formed the participant group in the study. The participants are graduate students at Department of Educational Administration at Gazi University, Institute of Educational Sciences during 2017-2018 academic year. The participants are working in different positions of at the Ministry of National Education in Turkey. In the study, data on a happy work environment has been obtained through a fully structured interview form. The results of the study suggest that teachers' expressions about a happy work environment mostly emphasized the context of positive relations; this is followed by the expressions of positive emotions, accomplishment, engagement and lastly the meaning dimension of PERMA. Based on the results of research, it can be argued that the PERMA model provides a useful framework for defining a happy school environment, and there is a need for programs or interventions in schools to make use of this model.
Investigating the Factors Affecting Teacher Leadership: A Qualitative Study = Ögretmen Liderligini Etkileyen Faktörlerin Incelenmesi: Nitel Bir Arastirma
Author: Araskal, Seçil
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,High School Teachers,Teacher Attitudes,Teacher Student Relationship,Teacher Administrator Relationship,Principals,Instructional Improvement,School Culture,Work Environment,Collegiality,Teacher Salaries,Professional Autonomy,Professional Development,Foreign Countries,Barriers

This study aims to investigate the factors affecting teacher leadership in high schools. This study was designed as a qualitative case study and a total of 21 teachers employed in high schools in Karabuk province participated in the study. Participants of the current study were chosen through maximum variation, convenient and criterion sampling which are among purposeful sampling methods. A semi-structured interview form developed by the researchers depending on both the related literature and expert opinions was used to gather data. Content analysis was performed to analyze the data. The findings of the study were gathered under four themes entitled the purpose of teacher leadership, the factors that impact teacher leadership, the problems encountered by teacher leaders and the proliferation of teacher leadership. Results revealed that teachers reported supporting each student's learning, improving teaching in the school, and building an effective school culture have been among the primary purposes of teacher leadership. According to the results principal leadership, school climate, and school culture are the leading factors that affect teacher leadership. Results also revealed that teacher leaders encountered problems depending on insufficient support of school administration for teacher leadership, egalitarian norms among colleagues and exam-oriented education system and that they thought teachers' career opportunities should be expanded, an adequate increase in their salaries should be supported and practices ensuring teacher autonomy should be performed in order to expand teacher leadership practices.
The Role of Organizational Trust in the Effect of Leadership of School Administrators on Job Satisfaction of Teachers = Okul Yöneticilerinin Liderliginin Ögretmenlerin Is Doyumuna Etkisinde Örgütsel Güvenin Rolü
Author: Boyaci, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: School Administration,Leadership Styles,Teaching Conditions,Job Satisfaction,Teacher Attitudes,Trust (Psychology),Work Environment,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Administrator Role,Principals

The aim of this research is to determine whether organizational trust plays a role in the effect of school administrators' leadership on teachers' job satisfaction. In the study conducted according to the ex post facto causal design, data from 2561 teachers working in Sanliurfa province were analyzed. Three structural equation models based on maximum likelihood estimation have been established to determine the effect of leadership on organizational trust and job satisfaction and to determine the mediator role of organizational trust. According to the results of the research, leadership indirectly affects job satisfaction through organizational trust. It has also been determined that school administrators exhibit adequate levels of leadership, teachers trust their organizations and have job satisfaction, leadership affects organizational trust at a very high level and organizational trust affects job satisfaction moderately. In the researches where leadership and job satisfaction are studied, it is suggested to include organizational trust. For increased job satisfaction of teachers through leadership, teachers should first trust their organizations. [This paper was presented at the 13th International Educational Administration Congress.]
The Views of Educational Constituencies about the Compulsory Religious Culture and Morality Education Course = Zorunlu Din Kültürü ve Ahlak Bilgisi Dersine Iliskin Egitimci Görüsleri
Author: Kesik, Fatma
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Moral Values,Values Education,Graduate Students,Religious Education,Islam,Required Courses

In this qualitative study aiming to identify the views of educational constituencies (teachers and academics) about compulsory Religious Culture and Morality Education (RCME) course. The study was designed as a case study and the study group constituted 53 participants, who are graduate teachers and postgraduate students who are studying at the Graduate School of Education. The data of the study were gathered through face to face interviews using semi-structured interview forms. The results of the study suggest that the view of the participants regarding religion education is parallel to the general discussions and critics in the society. In this sense, the study has demonstrated that while some of the participants support the current practice compulsary religion education; a great majority of the participants do not approve both the current practice and the content of the course and they suggested that RCME course should be taught electively in accordance with the demands of students or their parents and the content of the course should be enlarged in a way to include different religions, beliefs and denominations. Accordingly, RCME course should be revised in terms of both its content and status of delivery. [This study was presented as an oral presentation at the 27th International Conference on Educational Sciences.]
An Analysis of Teacher&apos;s Performance Evaluation at Private Schools: Kahramanmaras and Gaziantep Sample
Author: Önen, Zerrin
Date: 2019-00-00
Type: Journal Articles
Subjects: Job Performance,Teacher Evaluation,Private Schools,Foreign Countries,Administrator Attitudes,Teacher Competencies,Faculty Development,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Feedback (Response),Personality Traits,Evaluation Criteria

This study aims to determine the views of administrators working at private schools in Kahramanmaras and Gaziantep on evaluating teacher's performance and to make some recommendations for an effective and sufficient teacher evaluation accordingly. This study explores questions such as what administrators think about implementing the evaluation results, whether there should be an evaluation system that differentiates by teacher competencies or not and how teacher's performance evaluation systems contribute to teacher's professional development. The data were gathered through semi-structured interview forms and analysed through the content analysis method.