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ÖzBu araştırmanın amacı, Türkiye'de faaliyet gösteren eğitim sendikalarının öncelikli amaçları, üyele-rin sendikalardan beklentileri ve sendikaların temel sorunlarının belirlenmesidir. Nitel araştırma deseninde yürütülen bu araştırmada veriler yarı yapılandırılmış görüşme yöntemiyle toplanmıştır. Araştırmanın katılımcıları, eğitim iş kolunda faaliyet gösteren ve üye sayısı en fazla olan dört bü-yük sendikanın (Eğitim -Bir -Sen, Türk Eğitim -Sen, Eğitim -Sen, Eğitim -İş) İstanbul'daki yö-netici ve üyelerinden seçilmiştir. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Araş-tırma sonuçlarına göre sendikaların eğitim alanındaki öncelikli amaçları, eğitimde temel hakların sağlanması, eğitimin niteliğinin artırılması ve çalışanların haklarının korunmasıdır. Üyelerin sendikalardan beklentileri de benzer şekilde üyelerin haklarının savunulması ve eğitimin niteliğinin artırılmasına katkı sunulmasıdır. Yönetici ve üyelere göre eğitim sendikalarının en önemli sorunları, sendikaların siyasi parti veya görüşlerle ilişkili görülmesi, sendikalara karşı olumsuz algı ve ön-yargılar ile sendikaların grev hakkının bulunmaması gelmektedir.Anahtar Kelimeler: Sendikacılık, eğitim sendikacılığı, öğretmen örgütleri. An Investigation of the Education Unions in Turkey: Goals, Expectations and Problems AbstractThe purpose of the current study is to determine the primary goals of the education unions operating in Turkey, their members' expectations from them and their main problems. In the current study conducted in line with the qualitative research design the data were collected through the semi-structured interview method. The participants of the study were selected from among the directors and the members, living in İstanbul, of the four biggest unions having the highest numbers of members and operating in the field of education. The collected data were analyzed by means of the content analysis technique. The findings of the study revealed that the primary goals of the unions in the field of education are ensuring the basic rights in education, enhancing the quality of education and protecting the rights of the workers. The members' expectations from their unions are the protection of their rights and improving the quality of education. The most important prob-

Problem Statement: Trust is crucial for creating a positive culture in the school environment, which is called as trust culture. On the other hand, prejudice is thought to be a potential barrier for creating trust culture in schools. Thus, it is meaningful to examine the relationship between trust culture and prejudice in schools and then to determine to what extent prejudices in schools can predict trust culture.

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This research aimed to determine how Turkish principals define marginal teachers and which strategies they use to deal with them. Within this purpose, the following points are examined: (a) the concept of marginal teacher, (b) the underlying reasons for marginal teacher behaviors, (c) the problems marginal teachers cause in school settings, (d) the strategies principals use most to deal with marginal teachers, and (e) possible precautions to be taken to deal with marginal teacher behaviors. The study is performed as a qualitative research. The participants in this study are comprised of 18 high school principals from general and vocational high schools from urban and rural regions of Ankara, Turkey. The data required in relation to the aims of the study are gathered through interviews with these principals. The gathered data are analyzed by content analysis method. As can be seen from the findings of the research, school principals defined marginal teachers within three categories. These are; reluctant teachers who do not love their profession but do it due to some economic obligations; incompetent teachers who have weak subject area knowledge and are resistant to professional development and change and difficult teachers who continuously create problems at school due to their personality characteristics or personal problems. The reasons underlying the behaviors of marginally teachers were stated to be teaching profession"s gradual loss of status and value, inefficient systems of teacher education and appointment, lack of sanctions imposed in case of poor performance and incompetency and reflection of problems experienced in private life into professional life. Strategies most widely employed by the principals to manage marginal teachers are construction of mutual dialogues, conducting an investigation, overlooking the problem and assigning different tasks to marginal teachers. The most important problems brought about by marginal teachers are deteriorating academic performance of students, their declining interests, attendance and motivation, discontent on the part of parents and negative impacts on other teachers" performance and motivation.