The object of this study is to evaluate the reasons for conflicts occurring in school according to perceptions and views of teachers and resolution strategies used for conflicts and to build a model based on the results obtained. In the research, explanatory design including quantitative and qualitative methods has been used. The quantitative part of the research has been designed as the relational quantitative model. Data have been collected from 216 teachers working in the province of Sivas through the Scale of Reasons for Conflicts and the Scale of Resolution Strategies. The qualitative part of the research has been conducted in conformity with the case study design. Data has been gathered from 20 teachers working in the province of Sivas through open-ended questions. According to the research findings, the reasons for conflicts occurring in school has been diversified based on the way of doing things, individual differences and school management. The strategies for conflict solution used by the teachers vary according to school shareholders in which they experience conflict. Furthermore, findings have been obtained regarding that there is not any common management policy in the school. In this context, “Management Model for Conflict in School” for building conflict management culture in the school has been made.

/pdf/conflicts-management-model-in-school-a-mixed-design-study-1gv3bfkuyu.pdf

Conflicts Management Model in School: A Mixed Design Study

Modern endustrilerin ilk evresinde ortaya cikan sendikalar, isgorenler ve isverenler arasindaki guc dengesizligini duzeltme amacindaki toplumsal orgutlenme bicimleridir. Sendikalar ilk ciktiklari donemde isgorenlerin yasami uzerindeki ezici isveren etkisini kirmaya yonelik araclar sunarak savunma islevlerini one cikarmislardir (Giddens, 2009, 899). Isgoren ve isveren arasindaki iliskilerin gecmisten gunumuze onemli oranda farklilasmasina ragmen bu gelismenin sendikal orgutlenmelerin amacinda onemli degismelere yol acmadigi ifade edilebilir. Ornegin Dwivedi’nin (2009, 297) taniminda sendika; isgorenlerin kolektif cikarlarini korumak ve gelistirmek icin kurulmus, isveren, devlet ve diger isgoren orgutleri gibi toplumsal aktorlerle iliski icindeki gonullu isgoren orgutlenmesi olarak betimlenmektedir.

https://dergipark.org.tr/en/download/article-file/697843

Sendika üyesi olan ve sendika üyesi olmayan öğretmenlerin eğitim sendikalarına bakışı ve beklentileri

Bu arastirmanin amaci, Turkiye’de faaliyet gosteren egitim sendikalarinin oncelikli amaclari, uyelerin sendikalardan beklentileri ve sendikalarin temel sorunlarinin belirlenmesidir. Nitel arastirma deseninde yurutulen bu arastirmada veriler yari yapilandirilmis gorusme yontemiyle toplanmistir. Arastirmanin katilimcilari, egitim is kolunda faaliyet gosteren ve uye sayisi en fazla olan dort buyuk sendikanin (Egitim – Bir – Sen, Turk Egitim – Sen, Egitim – Sen, Egitim – Is) Istanbul’daki yonetici ve uyelerinden secilmistir. Elde edilen veriler icerik analizi teknigiyle analiz edilmistir. Arastirma sonuclarina gore sendikalarin egitim alanindaki oncelikli amaclari, egitimde temel haklarin saglanmasi, egitimin niteliginin artirilmasi ve calisanlarin haklarinin korunmasidir. Uyelerin sendikalardan beklentileri de benzer sekilde uyelerin haklarinin savunulmasi ve egitimin niteliginin artirilmasina katki sunulmasidir. Yonetici ve uyelere gore egitim sendikalarinin en onemli sorunlari, sendikalarin siyasi parti veya goruslerle iliskili gorulmesi, sendikalara karsi olumsuz algi ve onyargilar ile sendikalarin grev hakkinin bulunmamasi gelmektedir.

/pdf/turkiye-deki-egitim-sendikalarina-yonelik-bir-inceleme-3k5qgzxxb8.pdf

Türkiye’deki Eğitim Sendikalarına Yönelik Bir İnceleme: Amaçlar, Beklentiler ve Sorunlar

The aim of this study is to develop an Organizational Silence Scale based on primary school teachers’ perceptions. The sample set of research were chosen from the population with the multi-stage sampling method. The first stage was stratified sampling and the second stage was simple random sampling. The sample of the study consisted of 15 schools and 414 teachers were have been working in primary schools of Ministry of National Education in 5 Central education districts of Aksaray, Turkey. For this purpose, an Organizational Silence Scale comprised of 38 items was developed. According to preliminary study on the scale, exploratory factor analysis was done. The KMO value was 0,98 and the Barlett`s Test of Sphericity reached statistical significance and 5 factors were obtained with the remained 36 items. Factor analysis of the scale revealed that the evaluation items cluster into 5 factors that account for 87,76% of the total variance. The explained variance of factors were 18,49%; 18,49%; 16,92%; 16,38% and 15,30% respectively. According to the literature, these factors were named respectively as Individual, Administrative, Organizational Culture, Colleagues and Pressure Groups. In addition to test validity of the scale, first and second order confirmatory factor analysis were conducted.  Also, Cronbach Alpha values ranged from 0,97 to 0,99. Total Cronbach Alpha value was 0,95 and item total value was between 0,79 and 0,84. The obtained values of the scale showed that scale is valid and reliable.

/pdf/the-development-of-the-organizational-silence-scale-validity-2k58xgm1yg.pdf

The development of the organizational silence scale: Validity-reliability study

The purpose of this research is to develop a scale describing the servant leadership behaviors for school principals and also evaluation of school principals’ servant leadership behaviors according to teachers’ views as based on this developed scale. For this purpose, a scale outline was firstly formed based on literature and was presented to experts to take their opinions. According to experts’ feedback, nine items were taken from the outline. The obtained data was analyzed by superimposing the outline scale with 39-items on 363 teachers who work at primary schools. A construct of five-dimensional (altruist behaviors, empathy, justice, integrity, humility) and 36-items were produced at the end of Exploratory Factor Analysis (EFA). In the second stage, 262 teachers’ views were obtained from the implementation of the developed scales were analyzed descriptively. According to the obtained results, it was determined that “School Principals Servant Leadership Behaviors Scale” (SPSLBS) was a valid and reliable measurement. Also, there are significant differences according to teachers’ views on school principals servant leadership behaviors, based on factors such as teacher gender, duration of time working with current principals, school principals membership in professional associations, and whether or not the teacher and principal are in the same association.

/pdf/okul-mudurlerinin-hizmetkar-liderlik-davranislari-olceginin-4ithu3e2c6.pdf

Okul Müdürlerinin Hizmetkar Liderlik Davranışları Ölçeğinin Geliştirilmesi ve Hizmetkar Liderlik Davranışlarının Öğretmen Görüşlerine Göre Değerlendirilmesi

In this study, which is in a descriptive research design, it is aimed to determine the perceptions of teachers and administrators working at primary schools about the educational unions according to various variables. The population of this study consists of primary school teachers and administrators working at Malatya downtown at 2007-2008 academic years. The sample of this study consists of 323 teachers and 43 administrators working at 24 primary schools that were selected randomly from the population. In comparisons, (unrelated) t test, variants analysis, Krusskall-Wallis H test and Mann-Whitney U test have been utilized for independent samples. The results of this study showed that there were meaningful differences between the views of trade union member and nonunion at all items. While there were meaningful differences between the views of teachers according to the variables of gender, branc, seniority, and education level, there were not meaningful differences between the views of teachers only according to the variable of type of task.Democracy requires participation, consensus, equalitarianism and pluralism (Ozdemir, 1987). Trade unionism is a complementary element of democracy and also an integral part of democracy. Free and independent trade unions are supportive parts of democracy (Tortop, 2005: 142). In our country, teachers have a special place among civil servants. With teachers’ large share in the total number of civil servants, teacher unions’ will possibly be more and more important. Although teacher unions suffer from the lack of experience in this country, they are expected to make serious contributions to education life. For this reason, it is important to put forward teachers’ views on trade unionism. The purpose of this paper is to determine the perceptions of teachers and administrators working at primary schools about the educational unions according to various variables. In this study, a survey based descriptive design was used. After the related literature was examined, the theoretical framework was constructed and the questionnaire was drafted. The instrument used for data collection in this study was originally developed by the researcher. Before this draft was administered, the opinions of specialists, administrators and teachers were taken about the content and the language of this questionnaire and the necessary improvements were made. According to the results, Cronbach Alpha Coefficient was 0,8564 for the overall questionnaire. This study was carried out in Malatya city centre (total 3508 administrators and teachers who work at 163 primary schools) in 2007-2008 academic year. Using stratified sampling method, 43 administrators and 323 teachers working at 24 schools were selected randomly. A total of 366 questionnaires were validated and evaluated. The questionnaire that has 24 items was administered to these administrators and teachers. Data were analyzed by SPSS program. In comparisons, T-test and Mann-Whitney U test (for the variables of gender, branch, type of task and being a member of the union), One Way ANOVA and Kruskal-Wallis tests (for seniority and education level) were utilized to analyze the data. The results of this study showed that there were meaningful differences between the views of the trade union members and the ones that have no membership. While there were meaningful differences between the views of participants according to the variables of gender, branch, seniority and education level, there were not meaningful differences between the views of participants only according to the variable of type of task. According to the T-Test results (which has been made between males: N=238 and females: N=128), there were meaningful differences between the views of the men and women trade union members at the first item. At the first item, the ideas of women were more negative than the ideas of men. According to the T-Test results (which has been made between class teachers: N=219 and branch teachers: N=147), there were meaningful differences between the views of participants. At the items of 5 and 21, branch teachers have more positive opinions than class teachers. According to the One-Way ANOVA results (which has been made between the education levels of associate degree: N=77, undergraduate: N=274 and graduate: N=15), there were meaningful differences among groups at the item of 22. Scheffe test showed that there was a significant difference between the opinions of participants in the groups of associate degree and undergraduate at the item of 22. According to the results of Kruskall Wallis test, there were meaningful differences among education level groups at the items of 2 and 5. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the groups of associate degree and undergraduate at the items of 2 and 5. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the groups of associate degree and graduate at the item of 5. Participants were divided into three tenure groups: (1) 1-10 year, N= 119; (2) 11-20 year, N=153; (3) 21 year and above, N: 94. According to the One-Way ANOVA results, there were meaningful differences among tenure groups at the item of 5. At this item, less tenured participants had more positive opinions about educational unions. Scheffe test showed that there was a significant difference between the opinions of participants in the tenure groups of 1-10 year and 20 year and above at the item of 22. According to the results of Kruskall Wallis test, there were meaningful differences among tenure groups at the items of 6 and 22. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the tenure groups of 1-10 year and 20 year and above at the items of 6 and 22. Kruskall Wallis test showed that there was a significant difference between the opinions of participants in the tenure groups of 11-20 year and 20 year and above at the item of 6. T test and Mann Whitney U test showed that there were meaningful differences between the views of the trade union members and the ones that have no membership at all items except for the item of 23. The results of this study showed that most of the educational staff viewed trade unionism in this country as insufficient. Both the members of the unions and the ones that have no membership shared this view. There were meaningful differences between the views of the trade union members and the ones that have no membership, as it was found similarly at Gemici’s (2008) research. As Yildirim’s (2007) and Aldatmaz’s (2002) researches revealed, the results of this study showed that they want a legislative regulations that facilitate striking and collective bargaining. The results of this study also showed that women do not give much importance to unionization as it was found similarly by Boyaci (1994), Cinar (2008) and Aldatmaz (2002). Results imply that trade unions are not independent in their relationships with political entities.

/pdf/ilkogretim-okulu-yoneticilerinin-ve-ogretmenlerinin-3p2mjt7w7s.pdf

İlköğreti̇m okulu yöneti̇ci̇leri̇ni̇n ve öğretmenleri̇ni̇n sendi̇kalara i̇li̇şki̇n görüşleri̇ni̇n farkli deği̇şkenlere göre i̇ncelenmesi̇: malatya i̇l merkezi̇ örneği̇

Tezcan Yasan

Papers

İlköğreti̇m okulu yöneti̇ci̇leri̇ni̇n ve öğretmenleri̇ni̇n sendi̇kalara i̇li̇şki̇n görüşleri̇ni̇n farkli deği̇şkenlere göre i̇ncelenmesi̇: malatya i̇l merkezi̇ örneği̇