1,720,962 research outputs found
Practices and constraints of teacher professional learning in a centralized education system
Get PDFThis study examined Teacher Professional Learning (TPL) practices and obstacles identified by 17 elementary school teachers in Turkey, a country with a centralized education system. The study employed a qualitative method to gather specific reflections from individuals. Research findings revealed that a variety of professional learning activities take place in schools through sharing teaching practices, offering and/or seeking collegial assistance, experimenting with alternative teaching methods, and using the internet effectively. Findings also indicated that several constraints hinder TPL at Turkish schools. First, teachers lack sufficient time at school to collaborate and share regularly. Since teachers see classrooms as private spaces, they do not observe their colleagues’ lessons. Second, school-based teacher professional development programs are inadequate and ineffective. Third, bureaucracy causes unnecessary waste of time. Fourth, lack of equipment in some schools makes it difficult for teachers to try new teaching techniques. Finally, meetings for cooperation between schools in the same region are unproductive
Liderlik özellikleri: Bir ölçek geliştirme çalişmasi ve öğrencilere yönelik bir araştirma
No full textIt is seen that leadership researces in the field of education are mainly made on managers and teachers. It is also seen that researches on students' leadership qualities at schools in Turkey are limited and only few researces have been made in different types and levels of schools, recently. In addition, school is one of the places where the leadership qualities of adulthood can be gained. For this reason, the aim of this study was to examine students' leadership qualities in terms of different variables. The study group consists of students aged between 13-18 studying in a private school in istanbul. The scale developed for this purpose in the 2013-2014 academic year was applied to 176 students. According to the results, students who participated in the study were found to have moderate level of leadership qualities. Students' "group work and being reliable" qualities were found to be at high levels. Students' leadership qualities of self confidence, problem solving, responsibility and convincing others were found to be at moderate levels. It was observed that leaderhip qualities differed according to age but it did not differ according to gender, parental education status and birth order of the siblings in the family. According to the results obtained, more efforts should be made for the development of leadership qualities of students
Exploring how authoritarian leadership affects commitment: the mediating roles of trust in the school principal and silence
No full textPurpose This study aims to explore the relationship between authoritarian leadership and commitment and the mediating roles of silence and trust in school principals. Design/methodology/approach This study employed a cross-sectional design to illustrate the relationships among authoritarian leadership, trust in the principal, silence and affective commitment using path analysis evidence provided by 409 K-12 teachers. Findings The findings revealed that authoritarian leadership indirectly affected teacher commitment through trust in the principal and acquiescent silence. Furthermore, trust in the principal played a partial mediating role between authoritarian leadership and defensive silence. Authoritarian leadership behaviours decreased teachers' affective commitment by decreasing trust in the principal and increasing organisational silence. Originality/value Although leadership and culture have been studied intensively in recent years, authoritarian leadership, which is more commonly seen in Eastern societies, has been less studied in school contexts in the Middle East and Asia. Thus, this study contributes to the literature by examining the factors that might influence affective commitment in schools in an urban setting: authoritarian leadership, silence and trust in school principals
Islamic educational leadership and a model Islamic high school Insights from Turkiye
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Boosting Classroom Practices Through Principal Feedback: The Mediating Roles of Teacher Professional Learning and Teacher Self-Efficacy
Get PDFThis study conceptualised principal feedback as a motivational and informational cue that shapes teachers' beliefs about their capabilities and their engagement in ongoing learning. The aim was to develop a more integrated understanding of how principal feedback influences teachers' instructional practices by examining the mediating roles of teacher self-efficacy and teacher professional learning. Data were collected from 408 K-12 teachers in T & uuml;rkiye, and the proposed model was tested using structural equation modelling (SEM). The findings indicate that principal feedback is positively associated with teacher self-efficacy and teacher professional learning, both of which are in turn directly linked to teachers' instructional practices. Furthermore, the analyses revealed partial mediation effects, suggesting that teacher self-efficacy and teacher professional learning act as key psychological and behavioural mechanisms through which principal feedback influences instructional practices. These results suggest that by fostering feedback-rich school environments, policymakers and school leaders can promote both teacher development and instructional improvement
Organisational Socialisation and Collective Teacher Efficacy: The Mediating Role of School Collaborative Culture
Get PDFPurpose: The purpose of this study was to examine the relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. Research Methods: For data collection in this study cross-sectional surveys were used. The sample consisted of 840 teachers. Three scales were used to collect the data: the Collective Teacher Efficacy Scale, Collaborative Culture in Schools Scale, and Organisational Socialisation Scale. Findings: The study findings indicated the existence of both direct and indirect relationships between organisational socialisation, collaborative culture in schools, and collective teacher efficacy. These relationships were positive and statistically significant. According to the findings, as organisational socialisation increased, collaborative culture and collective teacher efficacy levels also increased. Additionally, collaborative culture played a mediating role between organisational socialisation and collective teacher efficacy. Implications for Research and Practice: The study shows that collaboration between stakeholders, such as principals and teachers in schools, helps improve collective teacher efficacy. Qualified group work in schools facilitates both organisational socialisation as well as collective teacher efficacy. (C) 2021 Ani Publishing Ltd. All rights reserve
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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