International Journal of Modern Education Studies (IJONMES)
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Do School Administrators' Perception Management Skills Improve School Agility
Get PDFThe purpose of this research is to determine the role of school administrators' perception management skills on school agility in line with teachers' views. This research begins by recognizing the vital importance of addressing school agility. Perception management is widely regarded as a critical managerial skill for fostering positive organizational behaviors. In this context, the relationships between variables were examined and the level of prediction of perception management on school agility was determined. The research was designed in relational survey model and conducted with 346 teachers working in Uşak. Quantitative techniques were used to analyze the data collected from the participants. The findings of the study showed that the level of school administrators' perception management skills and school agility were at high levels. Additionally, it has been determined that there are positively significant relationships between school administrators' perception management skills and school agility; perception management is identified as a meaningful predictor of school agility. Recommendations based on the research findings have been provided.Keywords: Perception, perception management, agile school, organizational agility, speed, technology, organizational flexibilit
Probing into the impact of EFL teachers’ instructional innovativeness on student engagement: A predictive moderated model
Get PDFThe main purpose of this study is to investigate the impact of English as a Foreign Language (EFL) teachers’ instructional innovativeness on student engagement, with specific reference to behavioral and emotional aspects of engagement as perceived by the teachers. Given the ever-changing demands of contemporary education, this study underscores the importance of innovativeness and its influence on student engagement in L2 learning and teaching. The study adopted a cross-sectional design, utilizing a predictive moderated model, also assessing whether various teacher background variables such as educational status, gender, and field of graduation moderate the relationship between instructional innovativeness and student engagement. Data from 144 EFL teachers across Turkiye underwent analysis through partial least squares structural equation modeling (PLS-SEM). It was shown that instructional innovativeness significantly predicts both behavioral and emotional student engagement. However, only educational status, particularly differences between BA and PhD degrees, was found to moderate the impact on behavioral engagement, with no significant moderating effects identified for emotional engagement. In conclusion, this study highlights the merit of cultivating and fostering a culture of innovation among ELT practitioners to benefit students
Determination of high school students’ cognitive structures related to the atmosphere and climate
Get PDFThe aim of this study was to determine the cognitive structures of high school students related to the atmosphere and climate. The study group consists of 70 students in the 10th grade of a state high school affiliated to Konya Provincial Ministry of National Education. In this study, a survey model, which allowed us to determine the current situation, was used. Data were collected using the word association test (WAT). The key concepts related to the subject were climate, atmosphere, temperature, pressure, wind, humidity, and precipitation. A frequency calculation, a descriptive analysis technique, was used to analyze the data. The obtained data were subjected to evaluation, and a frequency table was prepared. Among the key concepts, the most response words were related to climate (n=20). The others were the atmosphere (n=14), temperature (n=14), humidity (n=11), precipitation (n=11), pressure (n=10) and wind (n=8). The answer word rain (n=49) was written for the key concept of precipitation and had the highest frequency value. The answer words for the key concepts were analyzed in detail, and concept networks were created using the cut-off point technique. Thus, it was attempted to reveal the cognitive structures of the students regarding the subject. In addition, sentence examples were analyzed and classified according to their characteristics and a scientific content table was created
Examining the Relationship Between Social Media Addiction Level, Emotional State and Mental Well-being of Early Childhood Teacher Candidates
Get PDFThis study explores the relationship between social media addiction, mental well-being, and emotional states among Early Childhood Education (ECE) candidates. Utilizing a sample of 330 ECE students from Düzce University and Alanya Alaaddin Keykubat University, the research employed the Social Media Addiction Scale-Adult Form, Positive and Negative Affect Schedule (PANAS), and Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) to gather data. Findings revealed that ECE candidates exhibited moderate levels of social media addiction, with significant age and daily internet usage time as predictors, while gender was not a significant factor. Despite moderate addiction levels, participants reported above-average mental well-being, potentially attributed to positive digital engagement. The study also found significant correlations between social media addiction and negative affect, as well as a negative relationship with mental well-being and positive affect. These findings highlight the need for targeted interventions focusing on healthy digital engagement and emotional resilience, particularly for younger candidates and those heavily engaged online. The study's implications underscore the critical role of ECE candidates in modeling balanced digital behaviors to future generations, emphasizing the integration of digital literacy and emotional intelligence in educational curricula
Flipped Learning: An Innovative Model for Enhancing Education Through ChatGPT
Get PDFThe limitations of traditional education models and the advancement of technology have revealed the need to transform the learning experience. The “Flipped Learning” approach, born out of this need, is a model where students study learning materials in advance and participate in more interactive and hands-on activities in the classroom. This research discusses how the Flipped Learning model can be combined with ChatGPT. ChatGPT is a language model developed by OpenAI, and it can interact with students thanks to its natural language processing capability. In this way, combined with the Flipped Learning model, it can provide students with a more individualized and interactive learning experience. From this viewpoint, in this research, a model called “ChatGPT Aided Flipped Learning Model (CAFLM)” has been developed, which enables ChatGPT to be used in the “Flipped Learning” learning environment. CAFLM has three main phases: 1) Preparation, 2) Outside classroom teaching, and 3) inside classroom teaching. At these phases, the tasks of the student and the teacher are explained in detail. Sample activities and use cases are provided on how ChatGPT can be integrated into the Flipped Learning model and help students. To experience the model, activities developed for mathematics and science lessons were carried out using ChatGPT. Preliminary results have shown that the Flipped Learning model can be combined with Chatbots such as ChatGPT to provide students with a more effective and personalized learning experience. CAFLM can enable students to be more active in the learning process and contribute to innovative approaches in education
From “Can AI think?” to “Can AI help thinking deeper?”: Is use of Chat GPT in higher education a tool of transformation or fraud?
Get PDFThis research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided
Primary School Teachers Cannot Give What They Do Not Get: The Teacher Care Scale
Get PDFAchieving the goal of education depends essentially on the primary school teachers who will run the system. It is essential to recognize the damage that the teaching profession can cause to teachers and to provide them with care services. This study aims to develop the "Teacher Care Scale (TeCaS)" for teachers. The scale was gradually applied to two separate sample groups, consisting of a total of 620 randomly selected people. To ensure the content and face validity, the scale, with 33 items, was carried out by consulting expert opinions in the first application. Following the factor extraction method (principal axis factoring), the scale items were identified as a result of exploratory factor analysis for construct validity. As a result of the factor analysis, a nested structure consisting of 25 items and six factors was obtained, parallel to the literature. The results of confirmatory factor analysis on the data showed that the sample to which the scale was applied demonstrated compliance at an acceptable level. This scale revealed the structure of teacher care. Clarifying the complex professional care situations of teachers will be useful in understanding the teacher variable, which is the fundamental component of the education system.
Examination of Types of Mathematical Connections that Pre-service Mathematics Teachers Use in Teaching Processes
Get PDFThis study aims to examine the types of mathematical associations that pre-service mathematics teachers use in their teaching processes and their opinions on the mathematical connection. For this purpose, a total of 60 pre-service mathematics teachers made teaching plans related to a learning outcome from the Turkish middle school mathematics curriculum. The research conducted with case study design within the qualitative research methods. Video recordings, field notes and an opinion form were used as data collection tools. The data were analyzed by a content analysis method. Results of the study show that almost all of the pre-service teachers have an understanding of mathematical connections. It was determined that the types of connections between concepts, between different representations and connections with real life were prominent, while the type of association with different disciplines was less common during the teaching processes. Connections were mainly made by giving examples through verbal expressions. These results provide an important perspective on the mathematical connectionskills of pre-service primary mathematics teachers. Suggestions for improving pre-service teachers' mathematical association skills were presented acording to the results of the study
Enhancing Critical Reflection in Preservice Teacher Internships: Examining the Impact of 360-Degree Video and Virtual Reality Technology
Get PDFPreservice teachers (PSTs) frequently face challenges with classroom management, a key aspect of effective teaching. Reflective practice is crucial for PSTs to enhance their skills, but their reflections tend to be superficial. This mixed-methods study explores whether integrating 360-degree video and virtual reality (VR) technology with a modified Gibb's Reflective Cycle can improve PSTs' critical reflection on their classroom management practices. Twelve PSTs, engaged in full-time internships at middle schools, recorded their lessons using 360-degree cameras and reviewed the footage via VR headsets. Reflections were completed at three stages for each of two observed lessons: immediately after teaching, following a review of 2D video, and after viewing the 360-degree VR video. Paired samples t-tests revealed significant improvements in PSTs' self-assessments of classroom management after reviewing the 360 VR video compared to memory and 2D video. Despite technical issues, the results indicate that immersive 360 VR video, combined with structured reflection, can enhance PSTs' objective self-assessment, inform their pedagogical decision-making, and foster actionable insights to improve classroom management skills. This study contributes to research on immersive technologies in teacher education and underscores the value of structured reflection in supporting PSTs' professional development
Exploring the Impact of Career Steps and Evaluation Systems on Teacher Professional Development: Teachers' Opinions on Career Steps Exams
Get PDFTeachers' professional development and educational policies are two phenomena that significantly affect stakeholders in education. Related research has emphasized that these policies are mostly in striking contrast with long-standing perceptions of the status of profession, values, beliefs and norms of the teachers. This research is to evaluate teachers' opinions in terms of the policy, the procedures, the criterias, the effects on teaching professional ethics and the suggestions regarding "Teaching Career Steps Examination" implemented by the Ministry of National Education in Türkiye. In this study, teachers' opinions on these exams were obtained by comparing the type and scope of questions, difficulty levels, entry conditions and the regulations for the exams held in 2006 and 2022. The research data consists of the opinions of teachers, expert teachers and head teachers who work in kindergarten, primary, secondary and high schools in the academic year of 2022-2023. The study was carried out with the phenomenological pattern, which is one of the qualitative research methods. In the study, the opinions of 85 teachers were taken with semi-structured interview forms to collect the qualitative data. Moreover, a semi-structured interview form was created using the maximum variation sampling method, one of the purposeful sampling methods. According to the data obtained as a result of the research, it was concluded that the majority of the teachers did not approve of the current examination system and that it caused discrimination in terms of salary increase and status