Çocuk Gelişimi Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/226

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Educational Problems of Immigrant Students
(Shanlax Journals, 2022) Karadaş, Halil
The purpose of this study is to identify the problems that immigrant students experience during their education. Mardin where Syrian immigrants live in intense numbers was chosen as the study group of this study. In this context, the study group of this research consists of immigrant students who recieve their education in public schools in Midyat, Mardin and teachers who witness the problems of these students’ problems closely. The data related to this study were obtained from 35 participants who participated in this study willingly in 2021-2022 school year. 20 of the participants were students and the other 15 of the participants were teachers. The problems analyzed within this study were put forth by using case study design from qualitative research methodologies. The data of the research were acquired by means of a semi-structured interview form developed by the researcher. In the interviews carried out with the participants, the data were collected by voice recording, interviewing in person and making notes of participants’ dialogues by phone. The findings of the research were put forth by getting themes and categories, which is done by analyzing the data of the research by means of content analysis method. In the light of acquired findings and results, various suggestions were proposed in relation with the academical and social problems that immigrant students experience.
How do Teachers Describe Their Experiences with School-Based Supervision Applications with Metaphorical Expressions?
(Shanlax International Journal of Education, 2022) İş, Engin; Summak, Semih
The purpose of this study was to investigate teachers’ experiences about school-based supervision practices through metaphorical expressions. In the study, a descriptive case study approach, one of the qualitative research methods, was used. In sample selection, the maximum diversity sampling technique, a purposive sampling method, used and 38 teachers working in primary school (N=19) and secondary school (N=19) were participated in the study. “Scenario drafts” representing 4 supervision styles based on “School-Based Supervision Approaches Scale” developed by İş and Summak (2021) were used as a data collection tool in the study. The main purpose of the scenarios is to express the atmosphere of the supervision that takes place in the classroom through the eyes of an “outsider storyteller”. The data was obtained through the scenario forms including expressions “The supervisory approach of the principal in the scenario is like…. Because: …”. Descriptive analysis and content analysis techniques were used in the analysis of the data. The findings showed that the metaphors used by the participants regarding the supervisory approaches of the school principals were grouped under different categories in terms of their common characteristics. The results revealed that teachers’ perceptions of supervisory approaches used by principals were generally negative. Based on the data patterns obtained from the “School-Based Supervision Approaches Scale”, the participants used 130 metaphors using the “scenario drafts” representing the four supervision styles. It was found that 77% of the metaphors had negative and 23% positive meanings. The perception that school principals did not have the competency to make professional and objective evaluations in the supervision process and that they were inadequate in terms of communication and content knowledge were highlighted by the participants. As a result, it was concluded that when school principals have competencies to make a professional and objective evaluation, teachers will be eager to be supervised and have a positive perception to the school principals having a supervisor role.
The Relationship Between Faculty Members’ Organizational Support Perceptions and Personal Growth Initiative Levels, The Mediating Role of General Self-Efficacy
(Mevlüt AYDOĞMUŞ, 2022) Karadaş, Halil; Coşkun, Başak; Katıtaş, Sevda
The aims of this study were to investigate the relationship between organizational support perceptions and personal growth initiative levels of the faculty members working in Turkey and to examine the effect of self-efficacy perceptions in this relationship. The study was designed as a relational survey model. 346 faculty members from public universities in Turkey comprised the participants. The data was collected with General Self-Efficacy Scale (GSES), Perceived Organizational Support Scale (POSS), Personal Growth Initiative Scale-II (PGIS-II). Descriptive analyses and structural equation modeling (SEM) was applied to examine the structural relations among the variables. It was observed that faculty members’ organizational support perceptions had a significant direct effect on their personal growth initiative levels; organizational support perceptions had a significant effect on general self-efficacy beliefs; and the effect of general self-efficacy beliefs on personal growth initiative levels was significant. It was evidenced that faculty members’ self-efficacy beliefs fully mediated the relationship between perceived organizational support and personal growth initiative levels. These results are in line with the principles of Organizational Support Theory and Social Cognitive Theory. More research explaining the effect of organizational factors on self-efficacy and personal growth initiative is needed.

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