Yüksek Lisans Tezleri

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/10330

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Analysis of the Relationship between the Leadership Styles Perceived by the Early Childhood Teachers in Their Administrators and Their Own Job Satisfaction Level
(2023) Aksu, Emine Bozöyük; Akın, Mehmet Ali
The purpose of this research is to analyze the relationship between the leadership styles perceived by early childhood teachers in their administrators and their own job satisfaction levels. In accordance with this purpose, the opinions of the early childhood teachers participating in the research about the leadership style characteristics of the principals of the educational institutions they work and the job satisfaction levels of the teachers were taken. This research was designed as a descriptive and relational research and was conducted using mixed method. The population of the research consists of 1586 early childhood teachers working in official preschools and kindergartens in the central districts of Diyarbakır province during the 2022-2023 academic year. Also, the sample of the research consists of 302 number of early childhood teachers. Leadership Style Scale of School Principals developed by Akan, Yıldırım and Yalçın (2014) and Minnesota Job Satisfaction Scale developed by Weiss, England, David and Loffguist (1967) and translated into Turkish by Baycan (1985) were used as quantitative data collection tools in the research. Also a semi-structured interview form with six questions was used to collect qualitative data and a personal information form was used to collect demographic information of early childhood teachers. The analysis of the quantitative data was made using descriptive statistics and SPSS 26.0 package program consisting of Mann-Whitney U, Kruskal-Wallis H and Spearman's Rank Correlation Coefficient tests were applied. In qualitative data analysis, the content analysis method was preferred. As a result of the research, it has been revealed that school administrators exhibit transactional leadership style the most according to early childhood teacher perceptions. When the job satisfaction levels of the early childhood teachers were examined, it was found that their professional satisfaction was moderate. When the relationship between transformational leadership and teachers' internal job satisfaction level is examined, there is a positive, significant and weak relationship. On the other hand, there is a positive, significant and high level of relationship between the level of external job satisfaction and transformational leadership style. When we look at the relationship between laissez-faire and transactional leadership styles and teachers' internal job satisfaction levels, a negative, meaningful and very low relationship is seen. Also, there is a negative and high level of relationship between laissez-faire leadership style and teachers' external job satisfaction level; and a negative and medium level of relationship between the transactional leadership style and teachers' external job satisfaction. In addition, the data obtained from the semi-structured interviews with early childhood teachers also support quantitative dimension data of the research.
Dijital kavram haritalarıyla desteklenmiş İngilizce öğretiminin akademik başarı, tutum ve motivasyona etkisi
(2026) Durğun, Ömür; Göksu, İdris
With the advancement of digitalization, foreign language learning has gained even greater importance, and the need to access the most effective teaching methods and supportive materials has accelerated. Concept maps, which are frequently used in educational settings, have gradually evolved into digital concept maps with the influence of digitalization. The aim of this study is to examine the effects of English instruction supported by digital concept maps on students' academic achievement, attitudes, and motivation levels. The study was conducted using a quasi-experimental design with pre-test and post-test control groups. The study group consisted of eighth-grade middle school students. In the research, the Experimental-1 group received instruction supported by digital concept maps, the Experimental-2 group received instruction supported by traditional concept maps, and the Control group received instruction without concept maps. Data were collected using an Academic Achievement Test, the Attitude Scale Toward the English Course, and the Instructional Materials Motivation Scale (IMMS). The academic achievement test was administered to all groups as both a pre-test and a post-test. In addition, a retention test was conducted with the Experimental-1 group five weeks after the post-test. For data analysis, One-Way Analysis of Variance (One-Way ANOVA) was used to compare the pre-test scores, Mixed ANOVA was used to compare the pre-test and post-test scores, the Tukey HSD post-hoc test was applied to determine the source of group differences, and a Paired Samples t-test was conducted for the retention test applied to the Experimental-1 group. The results of the study revealed that instruction supported by digital concept maps had a significant effect on academic achievement. While a significant increase was observed in the academic achievement scores of the Experimental-1 group, a similar level of improvement was not observed in the Experimental-2 and Control groups. The findings of the retention test indicated that the knowledge acquired in the Experimental-1 group was retained in the short term. The findings related to attitude and motivation variables showed that there was no significant difference among the groups. However, a significant difference was found in favor of the Experimental-1 group in the 'Satisfaction' sub-dimension of the motivation scale. The results suggest that digital concept maps are an effective instructional tool in English teaching, particularly in terms of improving cognitive skills; however, longer and more comprehensive instructional practices may be required to enhance affective variables such as attitude and motivation.
Ortaokul öğrencilerinin mutlu okul algılarının değerlendirilmesi
(2023) Demir, Emrullah; Ekinci, Abdurrahman
The aim of this study is to determine the happiness perceptions of middle school students regarding the schools they study at and to reveal the basic elements and qualities expected to be possessed by the school in which they will feel peaceful and comfortable during the education process and where they will be happy to be in. In addition, it is also aimed to determine whether the qualities of a happy school differ according to the gender and grade variables of the students. In this research, data was collected using triangulation design, one of the mixed research methods. The sample of the quantitative part of the study consists of 480 students studying in the 6th, 7th and 8th grades of secondary school in Artuklu and Midyat districts of Mardin province and selected by simple random sampling method. For the qualitative dimension of the research, data were collected from 18 volunteer students from different schools using the maximum diversity sampling technique. The 'Student School Happiness Scale' developed by the researcher and a semi-structured interview form were used as data collection tools in the study. Descriptive statistics, Mann-Whitney U, independent sample t-test, Kruskal-Wallis H, one-way analysis of variance and Scheffe tests were used to analyze the data through the SPSS 23 program. Content analysis was used to analyze the qualitative data. According to the findings obtained as a result of the study, students' happy school perceptions were very high in the sub-dimensions of relations with teachers and emotional attachment to the school, high in the sub-dimensions of relations with students and the physical structure of the school, and moderate in the sub-dimensions of activities at school, democratic environment of the school and communication at school. According to the gender variable, a significant difference was found between students' school happiness levels in favor of female students only in the emotional attachment to school sub-dimension. According to the grade variable, a significant difference was found between 6th-8th and 7th-8th grades in favor of 6th and 7th grades in the sub-dimensions of relationships with teachers, activities at school and democratic environment of the school. As a result of the content analysis, it was determined that the majority of the students were happy in their schools. In addition, it was observed that the students' views on the basic qualities of a happy school were grouped under the general theme of 'Happy School' under seven sub-themes: 'Physical structure', 'Education-teaching process', 'Extracurricular activities', 'Teachers', 'Students', 'School principal', and 'Family'.
Özel gereksinimli çocukların eğitiminde baba katılımı: Zorluklar fırsatlar ve öneriler
(2026) Tunç, Hatice; Sakız, Halis
Bu araştırma özel gereksinimli çocukların eğitiminde baba katılımını ve bu katılımı şekillendiren bireysel, ailesel, kültürel ve sosyoekonomik etkenleri incelemeyi amaçlamaktadır. Baba katılımı ebeveynlik rolleri, toplumsal cinsiyet normları, aile içi iş bölümü, ekonomik koşullar, çalışma yaşamı ve okulun babayı sürece dâhil etme düzeyi gibi birçok değişkenin etkileşimiyle oluşan karmaşık bir olgu olarak ele alınmış, bu katılımın çocukların akademik, sosyal ve duygusal gelişimleri ile aile içi ilişkiler ve eğitim sisteminin yapısal özellikleri bağlamında nasıl biçimlendiği derinlemesine incelenmiştir. Çalışma nitel araştırma desenine uygun olarak amaçlı örnekleme yoluyla Bingöl ilinden seçilen toplam 32 katılımcı ile gerçekleştirilmiş; öğretmenler, okul yöneticileri, anneler ve babalar ile yapılan yarı yapılandırılmış görüşmeler tematik analiz yöntemiyle çözümlenmiştir. Analiz süreci sonucunda sekiz ana tema, otuz sekiz alt tema ve yüz yirmi dört kod ortaya çıkarılmış olup bu temalar baba katılımını açıklamada hem bireysel hem ilişkisel hem de yapısal boyutlara ışık tutmuştur. Araştırmanın bulguları baba katılımının düzeyinin büyük ölçüde iş yükü, çalışma saatleri, ekonomik yeterlilik, ebeveynlik farkındalığı, kültürel beklentiler ve okulun yönlendirici uygulamaları tarafından belirlendiğini göstermektedir. Bulgular aktif baba katılımının çocukların akademik motivasyonunu, sosyalleşme becerilerini ve duygusal güvenlik duygusunu güçlendirdiğini; sınırlı ya da düzensiz katılımın ise akademik başarısızlık, davranışsal sorunlar ve duygusal kırılganlıkla ilişkili olduğunu ortaya koymuştur. Bununla birlikte toplumsal cinsiyet temelli rollerin hâkim olduğu ailelerde baba katılımının düşük seyrettiği; eğitimsel sermayesi yüksek babalarda ise katılımın daha bilinçli, sürdürülebilir ve bütüncül olduğu görülmüştür. Okulların rehberlik çalışmaları baba odaklı etkinlikler ve iletişim stratejileri katılım düzeyini artıran önemli unsurlar olarak belirlenmiş ancak mevcut eğitim politikalarının babaları sürece yeterince dâhil etmede sınırlı kaldığı sonucuna ulaşılmıştır. Çalışma baba katılımını artırmak için hem mikro düzeyde (ebeveyn destek programları, aile içi iş bölümünün yeniden düzenlenmesi) hem de makro düzeyde (çalışma koşullarının iyileştirilmesi, aile odaklı eğitim politikaları, toplumsal farkındalık çalışmaları) bütüncül müdahalelere ihtiyaç olduğunu göstermektedir.
Temel eğitim kurumlarında görev yapan öğretmenlerin okul yönetimine katılıma ilişkin görüşlerinin değerlendirilmesi
(2023) Bilgiç, Servet; Ekinci, Abdurrahman
The aim of this research is to analyze the participation of teachers working in primary education institutions in school management. For this purpose, the opinions of the teachers working in the basic education institutions participating in the research were taken. The research was designed as a descriptive and relational research and was conducted using mixed method. The population of the research consists of 6046 primary and secondary school teachers in the Artuklu and Kızıltepe districts of Mardin. The sample for the quantitative dimension of the study consists of 450 teachers. While Başyiğit's (2009) 'teachers participation scale in decision making process' was used as a quantitative data collection tool in the research, a structured opinion-taking form with 10 questions was used as a qualitative data collection tool. The sample of the quantitative dimension of the research consists of 450 teachers. For the analysis of quantitative data, descriptive analysis and SPSS 26.0 package program were used, and Mann-Whitney U, Kruskal-Wallis H and Spearma's Ranking Correlation coefficient tests were applied. In the qualitative data analysis of the research, the content analysis method was preferred. As a result of the research, 26 of the 50 participating teachers found participation in school management sufficient, while 24 participants found it insufficient. Accordingly, 52% of teachers consider participation in school management decisions sufficient. In addition, 35 participants emphasized 'school management issues' and 12 participants emphasized 'teacher issues' for factors that reduce teachers' participation in school administration. While the attitude of the school administration is effective as the most important of the school management issues that negatively affect participation in the school administration, the most important issue about the teachers that negatively affects the participation in the school administration is the high workload of the teachers. According to the quantitative findings of the study, it was determined that the level of participation of male teachers in school management was higher than the level of participation of female teachers. It has been determined that students' participation in school management is at a high level in matters related to school attendance/absenteeism, factors affecting student failure, social activities at school and rewarding students. On the other hand, participation in the school administration was found at a low level in matters related to purchasing, the income/expenditure of the school, and elective courses. School management should take the opinions and suggestions of teachers on related issues. In order to ensure the participation of teachers in school management, it is thought that it would be beneficial to select qualified school management staff and to inform teachers about legal regulations by the school administration. The data obtained from the interviews conducted with the teachers working in the basic education institution using structured opinion-seeking questions also support the quantitative dimension data of the research.

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