No abstract

The aim of this study is to reveal the positive and negative results of uninterrupted education in preschool education institutions based on the views of teachers and administrators. The research is a qualitative study and descriptive and content analysis were applied for the data obtained by using semi-structured interview forms. The study group consists 30 teachers and 11 administrators working in 6 independent kindergarten in the central district of Sanliurfa in the 2017-2018 academic year. According to the results of the research; uninterrupted education in preschool education institutions is considered as a negative aspect in terms of teachers' not being able to meet the basic needs such as eating-drinking and resting. On the other hand, the uninterrupted education is considered to be positive in terms of socializing children, undivided activities, and children's safety. It was found that there are differences between the views of teachers and administrators Teachers and principals have suggested that it can be better to have regular breaks, shortened class hours, support staff in the classroom, and multipurpose halls which can be formed by making the school garden and its interior parts safer and more equipped.

The main purpose of this study is to determine how power usage styles of administrators of faculties of education influence the organizational culture in their respective faculties in Turkey. Using the phenomenological method, a qualitative research method, researchers studied a group comprised of 20 academics from 7 different colleges of education employed during the 2011-2012 academic year. In order to select the appropriate study group, maximum variation technique was used since it is one of the purposive sampling methods. The data were gathered using semi-structured interview questions developed by the researchers themselves and were analyzed using descriptive statistical techniques. In this study, it was found that while the administrators of this group mostly used legal, coercive, and reward power styles, charismatic and expertise power styles did not have a significant impact on members of their respective faculties. It was further found that administrators' usage of legal, coercive, and reward power styles bread both organizational cultures of power and bureaucracy. It was concluded that, due to the lack of charismatic and expertise power styles, cultures of success and support are unable to flourish in such faculties and that there are even difficulties in setting up a fully functional bureaucratic culture. As a result of this study, the researchers have suggested that in order to develop an organizational culture with all of its necessary components in faculties of education, administrators should be assigned through democratic selection methods, that they be trained in administrators training programs, and that a peer mentoring system should be developed in faculties of education.

Bu çalışma ile okul müdürlerinin iletişim yeterliklerinin öğretmenlerin örgütsel bağlılığı üzerindeki etkisi ortaya konulmaya çalışılmıştır. Okul müdürlerinin iletişim yeterliklerini tespit etmek amacıyla araştırmada; Topluer (2008), tarafından Türkçeye uyarlanan "İletişim Becerileri Ölçeği" ile Dağlı, Elçiçek ve Han (2018), tarafından Türkçeye uyarlanan "Örgütsel Bağlılık Ölçeği" kullanılmıştır. Araştırmaya Adıyaman ilinde görev yapmakta olan 341 öğretmen katılmıştır. Bulgular, iletişim yeterlikleri algısının; okul türüne göre ilkokulda çalışan öğretmenlerin, aynı kurumda çalışma süresine göre süre arttıkça ve mesleki kıdem değişkenine göre 11-15 yıl kıdemde olanların algısının daha yüksek olduğu; örgütsel bağlılığın, okul türüne göre ilkokulda çalışan öğretmenlerin, aynı kurumda çalışma süresine göre süre arttıkça ve mesleki kıdem değişkenine göre 11-15 yıl kıdemde olanların algısının daha yüksek olduğu; öğretmenlerin örgütsel bağlılık davranışlarının (varyansın) %38'inin okul müdürlerinin iletişim yeterlikleri tarafından açıklandığını ortaya koymaktadır.

Bu araştırmanın amacı Milli Eğitim Bakanlığına bağlı ilkokullarda görev yapmakta olan sınıf öğretmenlerinin, okullarının örgüt kültürüne ilişkin algıları ile motivasyon düzeylerini belirlemek ve bu ikisi arasındaki ilişkiyi incelemektir. Araştırma tarama modeline dayalı betimsel bir çalışmadır.