The purpose of the current study was to examine teachers’ career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods. The data collection process included individual interviews and an online survey form. As a result of the research, four main themes were obtained. The first of these themes concerned the effects of the COVID-19 process on teachers. These effects were divided into both positive and negative effects. The second main theme focused on the needs of teachers. In this process, teachers felt the need for psychological support, in-service training and support for infrastructure. The third main theme was the professional life of teachers and school counselors. In this process, teachers and school counselors continued their education, teaching and support processes by adapting them to the online environment. The last main theme was the problems experienced in this process and the proposed solutions. Participants highlighted problems in this period, particularly the access of students to education. Recommendations were made as part of the research results to strengthen the educational training activities offered by teachers in the COVID-19 period.
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This study examines the motivation of primary school teachers from the perspective of self-determination theory, to identify the variables and factors that affect motivation. The research was conducted using an explanatory mixed design. The qualitative data were collected from 414 teachers from 39 schools covering all districts of Erzurum province through the Multidimensional Job Motivation Scale. Qualitative data were collected from 30 participants through the Teacher Interview Form. Quantitative data were analyzed by t test, and ANOVA test; qualitative data were analyzed by content analysis. The results indicate that teachers’ intrinsic motivation is higher than their extrinsic motivation. Moreover, teacher motivation varies in terms of gender, age, seniority year, class size, and settlement. More extrinsic motivation factors were found than intrinsic; the external factors are mostly negative, while internal factors are mostly positive. The most significant positive motivational factor is students, and the key factor decreasing motivation is class crowding. Future studies could collect more comprehensive results from a larger sample group that includes all types of schools.
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This study investigates the impact of the Turkish educational dissertations through the scientific impact criterion dealing with the scientific publications extracted from the dissertations in peer-reviewed indexed journals and their citation counts. 124 dissertations completed in 12 Turkish public universities between 2014 and 2017 were selected through criterion sampling. Authors’ websites, ERIC, Google Scholar, Researchgate, ScienceDirect and Web of Science databases were scanned to identify the scientific publications extracted from the dissertations, whereas Google Scholar, Researchgate and Web of Science databases were searched to determine their citation counts. 64 scientific publications were extracted from 124 dissertations, no information was found for 60 dissertations. Furthermore, only 34 of 64 scientific publications were cited and the total number of citations was 115. Since most of these publications and their citation counts were seen in the low impact factor indexed journals, it can be concluded that the scientific impact of these dissertations is low. Due to the core contributions of the field of education to the other fields, some suggestions were made to increase the scientific impact of the Turkish dissertations in line with the concrete findings of this study.
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The rate of migration has increased in Turkey in recent years. The school setting is the most important area for socialization and acculturation for immigrant adolescents. It is also the place where they might be exposed to negative attitudes and behaviors from their peers. Immigrant adolescents are at risk of experiencing ethnic-based cyberbullying; however, the research on its causes was limited despite the growing numbers of immigrant adolescents. We examined (a) the predictive role of adolescents' and their peers' attitudes toward immigrant adolescents’ ethnic-based cyberbullying behaviors and (b) whether the immigrant background of the cyber victim affects adolescents' reasoning about cyberbullying toward immigrants. To address the research questions, we used a mixed-method design. The sample included 139 participants (X̄age=13.16, SD=0.94) who attended two different secondary schools in Ankara. We found that both adolescents' and their peers' negative attitudes predicted ethnic-based cyberbullying. However, a positive attitude toward immigrants was not found to be related to ethnic-based cyberbullying. Qualitative analysis results regarding ethnic discrimination were interpreted within the framework of behavioral privacy. The present study highlighted that immigrant students are more likely to be cyber victimized in the presence of a negative attitude toward immigrants at the class level.
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In this study, it was aimed to determine the level of the peritextual features of Feridun Oral's children's books, the readability of the texts, what the subject and main ideas are. The research was designed according to the holistic multi-case pattern of the qualitative methods. 13 storybooks from the works of Feridun Oral were used as data sources. Document analysis method was used to collect data in the study. Both descriptive analysis and thematic content analysis were used in the analysis of the data obtained in the study. As a result of the analysis, although it was seen that all of the books, which are data sources, got close and high scores in terms of peritextual features, it was revealed that the author reflected certain practices in all his books in terms of design features. When the average level of readability of all the books considered within the scope of the research was examined, it was seen that the books are generally easy. When the data sources were examined in terms of the codes they contain, it included instilling the values of "responsibility, determination, respect, inclusiveness, solidarity, social aid, love of animals, protection of nature and living things" to the reader.
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Teaching has a complex feature being both a cognitive activity as well as a social behavior; thus, it is highly crucial to monitor how teachers develop and govern their habits and behavioral tendencies in the classroom. Teachers’ mental government has been the focus of educational research for a long time, because it is known to drive their actions. Considering teacher cognition as a powerful asset to develop and govern the habits of teaching, this paper adopts a conceptual review approach and presents a comprehensive and integrated literature review on teacher cognition along with its historical basis, key components, conceptual domains, origins, and driving forces. Building upon the empirical and theoretical literature compiled over a four-decade period, the paper presents a tripartite model regarding the conceptual domains of teacher cognition. As it is influenced by contextual circumstances surrounding teachers’ personal and professional lives, the concept of teacher cognition is revisited with regard to three origins and three driving forces. In this regard, the paper reconsiders teacher cognition in terms of the ways it is constructed and the ways it is oriented to action, and finally concludes with implications for teacher education.
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The aim of the present study was to examine the levels of anxiety, depression and coping of adolescents during the Covid-19 pandemic. The study was carried out with 3058 students (2080 females, 978 males) who are continuing their secondary and high school educations at Şahinbey District of Gaziantep. Personal Information Form, The Revised Child Anxiety and Depression Scale – Child Version and Coping Scale for Children and Adolescents were used for data collection. Independent Samples t-Test and One-Way ANOVA were used for data analysis. Based on the results of the study; the ratios of adolescents with high depression, anxiety as well as depression and anxiety were 45.6%, 48.6% and 47.12% respectively in the present study. It was determined that women, adolescents at high school, those with parents having low education level, individuals with separated parents, those with increased social media use and adolescents with number of siblings greater than three have higher anxiety and depression levels. Adolescents with high levels of depression and anxiety were found to use more avoidant and negative coping strategies. It can be stated that the prevalence of mental health problems of adolescents during the epidemic process is high and that studies in the field of mental health of adolescents are needed.
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The goal of this study is to examine how educators from both Eastern and Western cultures define ethical leadership and which characteristics they associate with ethical leaders. This study also explores ethical examples of educators, tries to answer if major events like Covid-19, high-technology, migration have changed their ethical perceptions, and lastly, examines their reactions to unethical conduct. This qualitative study employed a phenomenological research design. Data collection using semi-structured interviews and open-ended surveys was conducted with 51 educators from Eastern and Western countries. The findings indicate that the attributes of ethical leadership, like honesty, respect, fairness, and justice, are endorsed across both cultures. Other attributes, like flexibility, religiosity, and responsibility, were articulated by the educators from the Eastern sample, while rationality, team spirit and ability to listen were highlighted in the Western sample. The participants recounted their experiences of ethical leadership around several themes, some of which are a friendly approach, equality, defending the rights of others, and standing for right. They specified their different responses to unethical acts and mainly believe that ethics are constant throughout history.
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In this study, the aim is to determine pre-service teachers’ conceptual understanding of the standing wave concept. Pre-service teachers’ conceptual understanding of the standing wave concept was determined through the phenomenological pattern, and the aim was to lay bare how they made sense of this phenomenon, how they perceived and experienced it. The study was conducted with the participation of 13 pre-service teachers. One closed-end question was used to determine pre-service teachers’ demographic characteristic, and five open-ended questions were used to determine their conceptual understanding of the standing wave concept. Data were obtained through semi-structured interviews conducted individually with the pre-service teachers. Because their answers varied, they were defined and analyzed through a new map with “Answer Sculptures.” At the end of the study, it was determined that pre-service teachers have issues with their conceptual understanding of the standing wave concept; they have incomplete and non-scientific information. It was also seen that only a couple of pre-service teachers have a complete understanding of the standing wave concept.
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This research aimed to determine and develop 8th grade students’ views on the demarcation between science and pseudoscience. In this context, the study was designed with convergent parallel design which is a mixed research method. The study group for the quantitative dimension was composed of 32 8th graders in a secondary school in Akdeniz district of Mersin province. The study group for the qualitative dimension consisted of six students selected from among these 32 students by purposeful sampling method. As data collection tools, Pseudoscience Belief Scale which consisted of 21 questions and a semi-structured interview form composed of nine questions were used. During the data analysis, statistical calculations were done by using the SPSS package program for the quantitative dimension. Content analysis method was used to categorize qualitative as codes and themes. Based on the study results, it was observed that the pseudoscientific beliefs were not based on gender and it was found that students’ pseudoscientific beliefs decreased with the implementation in which the argumentation method was used.
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