The purpose of this research is to examine the organizational culture and organizational climate studies published in the field of educational sciences in Turkey between 2000-2016 according to certain criteria and to determine the general tendency of the researches. For this purpose, a descriptive content analysis method was used. In the research, 354 studies meeting the specified criteria have been reached. Each study was compiled according to the coding form developed by the researchers and analyzed by categorical analysis technique. According to the results of the research; organizational culture and climate studies showed similar tendencies in terms of study subject areas, years of publication, number of authors, types of publications, sampling region in which studies were carried out, education level and methodology used. When examining related literature, despite having different etymological, epistemological and methodological bases, these two research areas seem to be studied with similar approaches. When examining the national historical process, it can be said that the interest of the researchers towards these research subjects continues to increase.

ÖZETBu araştırmanın amacı, ilköğretim okulu öğretmenlerinin mesleki imaj algısı ile örgütsel vatandaşlık davranışları arasındaki ilişkiyi saptamaktır. İlişkisel tarama modelindeki bu araştırma, kazara örnekleme yöntemi ile belirlenen Ankara ili Yenimahalle ilçesi ilköğretim okullarında görev yapan 256 öğretmen üzerinde gerçekleştirilmiştir. Araştırmada, veri toplama araçları olarak "Öğretmenlik Mesleği İmaj Ölçeği" ve "Öğretmenlerin Örgütsel Vatandaşlık Davranışı Algısı Ölçeği" kullanılmıştır. Araştırma bulgularına göre, öğretmenlerin mesleğin genel görünümüne yönelik olumsuz görüşlere sahip oldukları; yüksek düzeyde örgütsel vatandaşlık davranışları sergiledikleri; öğretmenlik mesleği imajının alt boyutları ile örgütsel vatandaşlık davranışları alt boyutları arasında anlamlı ilişkilerin bulunduğu; mesleki imaj algısının örgütsel vatandaşlık davranışlarının centilmenlik hariç yardımlaşma, vicdanlılık ve sivil erdem alt boyutlarının anlamlı birer yordayıcısı olduğu görülmektedir. Öğretmenlerin örgütsel vatandaşlık davranışları ile mesleki imaj algısı arasındaki ilişkiler, nitel veya karma araştırmalarla daha derinlemesine incelenebilir.Anahtar Kelimeler: Öğretmenlik mesleği, mesleki imaj, örgütsel vatandaşlık, öğretmen saygınlığı, prososyal davranışlar. THE RELATIONSHIP BETWEEN PRIMARY SCHOOL TEACHERS' OCCUPATIONAL IMAGE PERCEPTION AND THEIR ORGANIZATIONAL CITIZENSHIP BEHAVIORS ABSTRACTThe purpose of this study is to reveal the relationship between primary school teachers' perceptions regarding their occupational image and organizational citizenship behaviors. This is a correlational research. The sample was selected through convenience sampling method. The sample includes 256 teachers working in primary schools located in Yenimahalle district of Ankara province. The data collection tools of the study are the "Occupational Image Scale for Teachers" and the "Organizational Citizenship Behavior Scale". Study results indicated that teachers generally have negative opinions regarding their profession; they demonstrate high levels of organizational citizenship behaviors; there are significant relationships between the sub-dimensions of the image of teaching profession and the sub-dimensions of organizational citizenship behaviors; and occupational image perception is a predictor of such sub-dimensions of organizational citizenship behaviors as altruism/helping, conscientiousness, and civic virtue, but not sportsmanship. Study results were discussed within the context of improving the image of teaching profession and organizational citizenship behaviors.Key Words: Teaching profession; occupational image; organizational behaviour; teacher prestige; prosocial behaviors * Gazi Üniversitesi Gazi Eğitim Fakültesi Eğitim Bilimleri Bölümü, e.sonmez523@gmail.com ** Gazi Üniversitesi Gazi Eğitim Fakültesi Eğitim Bilimleri Bölümü, necem@gazi.edu.tr Emre SÖNMEZ, Necati CEMALOĞLU 2118 1.GİRİŞÖrgütlerin başarısında ve varlığını devam ettirmesinde; insan kaynağının niteliğinin, sosyal iklimin ve ilişkilerin önemli bir rolü olduğ...

This study aims to examine the quality of distance education activities carried out during the COVID-19 pandemic, based on teachers’ feedback from primary and secondary schools. In this context, the research was structured in a phenomenological design by employing a qualitative approach. The study participants consisted of 10 teachers determined by the maximum variation sampling method and the snowball sampling method. A semi-structured interview form developed by the researchers were used as data collection tools. The research data were collected through online interviews and also recorded. Research data were analyzed by the content analysis method. According to the findings of the study, teachers mostly used the EBA platform to conduct their distance education activities, school administrations provided limited support to teachers during the distance education process, students and parents had not shown significant interest in the distance education activities, students’ participation in the live classes, and their desire to learn, motivation were quite low, and teachers during the distance education process have experienced some systemic and technical problems on the EBA platform. Within the scope of the research, various suggestions were presented as per the research results.

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

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