Principles and Practice of Structural Equation Modeling (2nd ed.)

11. Azizi, S. L. An Analysis of the Social Action Program and Education of women in Pakistan 1999 UNESCO 12. Brouwers, R., Zafar, F. Gender Equity in Education in Pakistan: Evaluation of the education component of Social Action Program (SAPP I) 1999 The World Bank 13. Chaudhri, S. Incidence of Child Labor, Free Education Policy, and Economic Liberalization in a Developing Economy 2004 The Pakistan Development Review

Gender and education

The Semi-Professions and Their Organization: Teachers, Nurses, Social Workers.

Education play a vital role in national development. National Professional Standards for Teachers in Pakistan will prove a mile stone in educational development. These standards are necessary for every teacher to improve his teaching style and strategy. In Quran, Allah states that prophets are obliged to deliver His messages and describes prophets as an â€œinstructor and trainer. Prophet was a teacher and his duty was to deliver the message of God. Indeed, the Prophet himself emphasized that his primary duty as a Prophet was to teach by saying, â€œI have been sent only as a teacher to you.â€ To explain his duty, he also said, â€œI have been sent only to complete moral virtues.â€ So we as Muslim should follow His (PBUH) methods of teaching.

National Professional Standards for Teachers in Pakistan in Light of Teaching of the Holy Prophet (P.B.U.H)

This study investigated the repercussions of the Covid-19 pandemic on preschool education and sought answers to how preschool education is implemented, what kind of activities are held, what kind of challenges need to be overcome, and what measures need to be taken to sustain preschool education. The sample consisted of 25 preschool teachers and 30 parents recruited using criterion sampling, a purposive sampling method. The study was based on phenomenology, which is a qualitative research design. Data were collected using a semi-structured interview form and video records of participants performing educational practice within two months. Data were analyzed using inductive content analysis. Participants stated that the Covid-19 pandemic had numerous adverse effects on preschool education and that they held art, science, and mathematics activities and games to sustain education but faced numerous challenges during the process. They also emphasized that measures should be taken to sustain preschool education during pandemics.

/pdf/preschool-education-in-turkey-during-the-covid-19-pandemic-a-4tcffcv2n9.pdf

Preschool Education in Turkey During the Covid-19 Pandemic: A Phenomenological Study.

Parent involvement is one of the most significant determinants that affects the students’ school success. Students school success not only due to the activities performed in the classroom between the students and teachers. Parents can also add invaluable contribution to their children outside as a complementary task of school activities. The researches have shown that there are some barriers that is hindering the involvement of parents to school. The barriers either stemmed from parents or schools should be overcome in order to provide school success. The intent of this article is to visualise the current condition of family-school cooperation theoritically and tackle the underlined causes down of communucation breakdown, then so as to contribute students’ school success there are some possible methods have been developed

/pdf/okul-aile-isbirligi-ve-ogrenci-basarisi-uzerine-bir-tarama-2ya4rc9bdf.pdf

Okul - ai̇le i̇şbi̇rli̇ği̇ ve öğrenci̇ başarisi üzeri̇ne bi̇r tarama çalişma

Bu arastirmanin amaci temeldeegitim denetmenleri ve okul mudurleri baglaminda ogretmen denetimine iliskin ogretmen goruslerini belirlemektir. Bu amac dogrultusunda, Istanbul Ilinde degisik egitim kademelerinde gorev yapan ogretmenlerarastirma grubu olarak belirlenmistir. Arastirma verileri, egitim kurumlarinin denetim uygulamalari hakkinda veri toplayabilmek icin nitel arastirma teknigi ile yurutulmus,amacli orneklem yontemlerinden maksimum cesitlilik orneklemesine uygun olarak okul mudurlerinden calisma grubu olusturulmustur. Farkli okul turlerinde gorev yapan 108 ogretmene, yari yapilandirilmis, acik uclu 5 soru yoneltilmistir. Arastirma sonucunda Turk Egitim Sisteminde tasra orgutlerinin denetlenmesinde asli unsur olarak yer alan egitim denetmenlerinin uygulamalarinin ogretmenlerce olumlu bulunmadiginin dile getirilmesi bunun yerine bazi cekincelere karsin mudur denetiminin on plana cikarilmasi alti cizilmesi gereken en onemli hususlar arasindadir. Objektiflik kaygisi tasimalarina karsin mevcut denetim anlayisina gore ogretmenlerin daha yakin durdugu mudur degerlendirmesi, surec degerlendirmesi ve performansin daha yakindan izlenmesi acilarindan tercih edilmektedir.

/pdf/ogretmen-denetimini-kim-yapmalidir-21p9c2zpts.pdf

Öğretmen Denetimini Kim Yapmalıdır

Dark personality traits (i.e., Machiavellianism, psychopathy, narcissism, spitefulness, and sadism) are associated with adverse childhood experiences and deviant online behaviors. However, their mediating role between childhood emotional abuse and cyberbullying has never previously been investigated. We examined direct and indirect associations of childhood emotional abuse and cyberbullying via dark personality traits among 772 participants. Men were better characterized by dark personality traits and were more likely to engage in cyberbullying than women, and there were no sex differences in childhood emotional abuse. Collectively, dark traits fully mediated the relationship between childhood emotional abuse and cyberbullying in men, with partial mediation in the total sample and women. More specifically, Machiavellianism and spitefulness were mediators in both samples, sadism was a mediator in men and the total sample, and psychopathy was a mediator in the total sample and women. The dark personality traits can account for the association between childhood emotional abuse and cyberbullying, especially among men.

/pdf/childhood-emotional-abuse-and-cyberbullying-perpetration-the-2ylypjd6zs.pdf

Childhood Emotional Abuse and Cyberbullying Perpetration: The Role of Dark Personality Traits.

21.yuzyilda dunyada her alanda buyuk bir degisim yasanmakta ve degisim var olmanin temel bir kosulu haline gelmektedir. Bu durum, tum diger sistemler gibi egitim sistemini de etkilemekte, yeni yonetim anlayislarinin egitim orgutlerinde benimsenmesini gerektirmekte ve orgut yasaminda yoneticilerin rolunu onemli hale getirmektedir. Bu arastirmada, okul yoneticilerinin ogretmenlerle iletisiminde karsilastiklari problemlerin tespit edilmesi ve basvurduklari sorun cozme davranislarinin belirlenmesi amaclanmaktadir. Nitel arastirma yontemlerinden olgubilim deseni ile yurutulen calismada Duzce ili Akcakoca ilcesinde, 7 okul muduru, maksimum cesitlilik ornekleme yontemiyle secilmistir. Arastirma sonunda okul mudurlerinin mesleki ve ahlaki sorumluluklardan ote yasal sorumluluklara oncelik verdikleri, eldeki olanaklarla yonetim gorevini yerine getirmeye calistiklari, gorev ve sorumluluk temelinde yapiyi onemsedikleri ortaya cikmaktadir. Okul ikliminin, ogrenmeye ve ogretmeye uygun hale getirilmesi surecinde yeterince onemsenmedigi veya diger yapisal ve donanimsal sorunlarin gerisinde kaldigi ifade edilmektedir

/pdf/okul-mudurlerinin-okul-yonetiminde-karsilastigi-sorunlar-6d4or2m7uk.pdf

Okul müdürlerinin okul yönetiminde karşılaştığı sorunlar

School administration is value driven area depending on the emotions, cultures, and human values as well as technique and structure. Over the long years, educational administration throughout the world have experienced the influence of logical positivism that is based on rational techniques more than philosophical consideration, ignored values and emotions in organisations for the sake of rational problem solving, effectiveness, and strategic planning. However schools are value driven organisations that aim to train the young so as to perform social responsibility in society. Principals are not only charged with legal and professional duties but they also respond to social expectations in a manner of morality. The purpose of this study was to investigate the values that principals should have in administration. The data were obtained via focus group interviews of 19 principals under three sub-groups with qualitative research design in the town of Akcakoca, Duzce and analyzed with the inductive content analysis. The views of principals were generally shaped by Ministry of Education's exam based legislation; furthermore, the concepts of justice, confidence, diligence, career, merit were also voiced despite lack of full and common description. Key Words Principal, Values, Positivism, Leadership, Exam, Career, Merit. Values in school administration have been frequently debated among the scholars (Beaty, 2004; Benninga, Sparks, T Berkowitz, 2011; Fullan, 2004; Starratt, 2004a). It was mostly emphasized that educational organisations had long been under the influence of positivism that prioritised the technical core of organisations and their functional effectiveness instead of cultural, emotional and value based characteristics; thus rules, procedures and outcomes had been dominated the humanistic side of organisations. Administrators could lead organisations through the principles of what is known as good and right; and it is included in ethic leadership (Starratt, 2004b). Society also should accept what is good and right together with the administrators in order to reach consensus. School administrators, then should act to appeal societal and cultural expectations and consider the rights of the subordinate within the community they live in. School principal as an instructional leader is responsible for both in and out of the school activities that are related with teacher, student, curriculum, teaching- learning process, environment and parents. The studies in Turkey and abroad have underlined the critical issues of instructional leadership that empower principal always almost everything about school (Akgun, 2001; Arslan, 2007, 2009; Cakici, 2010; Celebi, 2009; Demiral, 2007; Gokyer, 2010; Gumuseli, 2001; Hallinger, 2003; IsikA Kaskaya, 2007; Kaya, 2008; Sisman, 2010; Tikir, 2005; YorukA Sisman, 2010). It was criticised that principal is the centre of the whole power and authority in schools instead of sharing authority with subordinates in the concept of leadership theories such as transformational and distributive. Although instructional leadership is much more acceptable in terms of values and cultures in school than positivistic traditions; it has also ignored the importance and characteristics of values in administration. Schools in this respect have been under the influence of societal pressure both responsible for academic and social success of students (Benninga et al., 2011; Tirri, 2011). Importance of Values in School Administration Theory Movement in educational administration handle technical issues more and ignored the philosophical backgrounds of it in the midst of last century particularly in USA, Canada, Australia and England. …

/pdf/principals-values-in-school-administration-85161wf4ag.pdf

Engin Aslanargun

Papers

Okul - ai̇le i̇şbi̇rli̇ği̇ ve öğrenci̇ başarisi üzeri̇ne bi̇r tarama çalişma

Öğretmen Denetimini Kim Yapmalıdır

Childhood Emotional Abuse and Cyberbullying Perpetration: The Role of Dark Personality Traits.

Okul müdürlerinin okul yönetiminde karşılaştığı sorunlar

Principals' Values in School Administration.