Investigating the Relationship Between Turkish Teacher Candidates’ Attitudes Towards E-Learning, E-Learning Readiness, Digital Literacy Levels and Academic Achievement in Distance Education Process
Gürbüz ÇalışkanPages: 0-0
This study aims to examine the relationship between Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There was a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there was a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There was also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness
View it in PDFThe Evaluation of the 4th Grade English Coursebook in Terms of Teachers’ Views*
Kader Yağızel Şehnaz Nigar ÇelikPages: 0-0
The role of teaching materials in English language teaching classes is relatively high. Among the teaching materials, the importance of textbooks cannot be denied. Textbooks play a fundamental role in a wide variety of materials. Despite different views about textbooks and differences of opinion about their use (Cunningsworth, 2005; Harmer, 2007; Meddings & Thornbury, 2009; Richards, 2014, 2009; Tomlinson, 2012), they are still used by most teachers. This study aims to evaluate the 4th grade English textbook in line with teachers' opinions. In this study, a mixed research method was used. The study was conducted with 115 English teachers working in Edremit, Tuşba, and İpekyolu, the central districts of Van province, in the academic year 2021-2022. "Textbook Evaluation Questionnaire" and "Semi-structured Interview Form" were used to collect data. Within the scope of the research, 12 English teachers were also interviewed. The teachers who participated in the study think that the visuals used in the book, the general appearance of their book, and the font size are reasonable. Most teachers think the book's content is appropriate for learning outcomes and teaching principles. It was determined that the teachers agreed with the items related to the exercises and activities of the book at a moderate level. Teachers think that exercises and activities should motivate students, and the exercises used in the book should be diversified. Textbooks are one of the most essential materials in the teaching process, and the process of preparing a textbook should be done by considering the curriculum, learning outcomes, and student and teacher needs. In addition to the exercises and activities used in the content of the book, the formal features of the book should also be given importance. The exercises and activities used in the textbooks prepared for young age groups should encourage students to learn and entertain them simultaneously.
View it in PDFThe Effect of School Principals' Agile Leadership Behaviors on Entrepreneurial Teacher Behaviors through Innovative Organizations
Fatih BaydarPages: 0-0
This study aims to reveal the mediating role of innovative organizations in the effect of school administrators’ agile leadership behaviors on entrepreneurial teacher behaviors. Based on the relationship between the variables, a model was proposed and tested. Before testing the structural equation modeling (SEM) model, the relational survey model was used to determine the relationship between the variables and the model. The study group consists of 479 teachers working in the Kartal, Tuzla, Maltepe, and Sultanbeyli districts of Istanbul in 2023. According to the research findings, the agile leadership characteristics of school principals positively affect the entrepreneurial behaviors of teachers and the innovative structure of schools. As a result of the analysis of the SEM model, innovative organizations play a partial mediating role between agile leadership behaviors of school principals and entrepreneurial teacher behaviors. This research contributes both theoretically and practically to the effect of agile leadership on teachers’ entrepreneurial behaviors and innovative organizational structures, and the effect of innovative organizations on entrepreneurial teacher behaviors. In light of the findings, implications related to agile leadership, teachers ’ entrepreneurial behaviors, and innovative organizational structures are discussed, and suggestions are made for future research
View it in PDFThe Relationship between Self-Control and General Procrastination in University Students: The Mediating Role of Optimism
Çağla KarademirPages: 0-0
Self-control, which is relevant to abandoning from the sudden impulses for a significant objective, the tendency of optimism meaning that good things will happen in the future, and the tendency to procrastination briefly defined as the gap between intention and action are significant variables having effects on the well-being of the individuals. In the related literature, no study was found addressing these three variables together. In this direction, the study intended to examine the mediating role of optimism in the relationship between self-control and general procrastination in the university students. The research is based on relational survey model. 327 university students having their study in the faculty of education of a state university in Turkey formed the sample of the research. The data of the research was collected by the use of brief self-control scale, general procrastination scale, optimism and pessimism scale, and adult form. SPSS 21 was used for descriptive data and Pearson correlation analysis, AMOS 23 was used for confirmatory factor analysis, and Process Macro 4.1 software (model 4) was used for the analysis of predicting and mediating relationships. In the research, it was determined that the significant relationships between self-control and general procrastination were in negative direction; that is to say, the ones between self-control and optimism were in positive direction, and the ones between optimism and general procrastination were in negative direction. Moreover, partial mediating effect of optimism was determined in the relationship between self-control and general procrastination. Self-control has significant indirect effect on general procrastination through optimism, and optimism mediates this relationship
View it in PDFRelationship between Factors Directing Interpersonal Interaction: Mediation Role of Anxiety Sensitivity
Lokman KOÇAK Eyüp ÇELİK Hasan BATMAZ Beyza Nur TUFAN Samet MAKASPages: 0-0
The objective of this study was to determine the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. The study was an observational cross-sectional study based on a survey with the aim of determining the mediation role of anxiety sensitivity in the relationship between interpersonal competence and phubbing. In this context, data were collected from a convenience sample of 321 participants using the Phubbing Scale, Anxiety Sensitivity Index-3, and Interpersonal Competence Scale (ICC)-Short Form. Data were analyzed using regression-based mediation analysis and Pearson ’s correlation coefficient. The analysis demonstrated that phubbing was positively related to anxiety sensitivity and negatively related to interpersonal competence. Furthermore, the mediation analysis showed that anxiety sensitivity had a mediating effect on the relationship between interpersonal competence and phubbing. Furthermore, the bootstrap (10000) method was used to determine whether the mediation analysis was significant. These findings suggest that anxiety sensitivity partly explains the inverse relationship between interpersonal competence and phubbing. The research results support previous research results and have different findings from previous research. The findings of this research indicate that anxiety sensitivity is more effective than interpersonal competence in phubbing
View it in PDFExamination of Mathematics Teachers’ Orchestration Types Specific to Their Dynamic Geometry Software-Based Emergency Remote Teaching
Mustafa Değerli Candaş UyganPages: 0-0
The aim of this study is to examine secondary school mathematics teachers’ orchestration types specific to their dynamic geometry software-based emergency remote teaching. The theoretical lens of the study is instrumental orchestration in which teachers’ teaching styles with the use of technological tools are defined as orchestration types. The study was designed as a case study whose participants were two secondary school mathematics teachers (Faruk and Ela) experienced in the use of dynamic geometry software in their face-to-face teaching processes. Semi-structured interviews and observations were performed in order to collect the data in the study. The collected data were analyzed through qualitative content analysis method. The results of the study reveal that the teachers developed two new orchestration types during the emergency remote teaching process While Faruk developed the Teacher-in-sherpa-role orchestration in which the teacher performed the operations asked by the students; both teachers performed the Screen-as-board in which they used virtual pen to draw auxiliary lines, place marks and take notes on the screen. In addition, Ela adapted the Monitor-and-guide orchestration into her teaching process, in which a student-monitoring system regarding dynamic geometry activities played an essential role. The results show that various orchestration types identified in the literature do not occur in the remote teaching processes due to their characteristics regarding the physical classroom environment. It is suggested that further studies focus to examine the orchestration types developed by mathematics teachers in the post-pandemic remote teaching processes.
View it in PDFEffect of Cognitive Apprenticeship-Enriched Argument-Driven Inquiry Method on Pre-Service Teachers' Academic Achievement and Scientific Research Skills
Sevinç KaçarPages: 0-0
This study aimed to determine the effect of a cognitive apprenticeship-enriched argument-driven inquiry method on pre-service primary teachers’ academic achievement and scientific research skills regarding environmental issues/problems. The study was conducted with 24 first-grade pre-service primary teachers from the Primary Teacher Department of a private university in Northern Cyprus. The study was conducted using a mixed-methods research design. The data collection tool used in this research is an academic achievement test, an open-ended question form for transferring knowledge to daily life, and students’ videos/photos, reflective diary protocol, scientific research proposal-article-poster, and Moodle discussion contents. The research found that pre-service teachers’ academic achievement and scientific research skills improved. According to this result, cognitive apprenticeship-enriched argument-driven inquiry improved pre-service teachers ’ academic achievement related to the Environmental Education Course and their scientific research skills related to environmental topics and concepts
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