İletişim sosyal yaşamda olduğu gibi örgütler içinde önemli bir kavramdır. Genel olarak iletişim formal ve informel olmak üzere ikiye ayrılmaktadır. İnformel iletişim örgüt çalışanları tarafından etkileşim sonucunda oluşmaktadır. Bu iletişim türünün olumlu olduğu kadar olumsuz özellikleri de bulunmaktadır. Bu çalışmada ortaöğretim kurumlarında görev yapan öğretmenlerin informel iletişimi kullanma biçim ve düzeylerini belirlemek ve informel iletişimin okullardaki olumlu ve olumsuz etkilerini tespit etmek amacıyla bir ölçek geliştirilmesi amaçlanmıştır. Geliştirilen ölçek toplam 1268 (N 1 = 970, N 2 =298) kişiye uygulanmıştır. Birinci grubun verileriyle cevapların frekansları ve mod değerleri belirlenmiş sonrasında açımlayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizi sonucunda, ölçeğin 23 madde ve beş faktörden oluştuğu tespit edilmiştir. Ölçeğin alt faktörlerinin güvenirlik katsayıları .58 ile. 82 arasında değişmektedir. Elde edilen bulgular ölçeğin okullarda informel iletişimin kullanılma biçim ve düzeyini belirlemek, olumlu ve olumsuz sonuçlarını tespit etmek için geçerli ve güvenilir ölçümler üreten bir araç olduğunu göstermiştir.

The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

Establishment of effective organizations has been the main subject of many researches in recent years. The effectiveness of organizations is directly or indirectly related to many variables. The concepts of favoritism and organizational opposition among these variables aroused the interest of the researcher and in line with the attained sources, it was found out that no researches with regard to these two concepts have been made up until now. We can briefly define favoritism as giving someone priority or granting privilege to someone, favoring someone unjustly and without complying with law and rules, backing someone up; getting away from objectivity and taking side by comparing a certain person, group, opinion or implementation with others when it is required to select one among them. Organizational opposition is defined as uttering about some conflicts and heresy within the organization. The purpose of this research is revealing the impact of favoritism of executives on the organizational opposition. The research made by using descriptive-relational screening model which is one of the quantitative research methods. The universe of research is composed of teachers who were employed in public primary, secondary and high schools in central Siirt (a province in Turkey) in 2015-2016 school year. In the study one of the non-random sampling methods, the convenience sampling method is used. Favoritism Scale (FS) including 15 articles and Organizational Opposition Scale (OOS) which is composed of 7 sub-dimensions and 67 article are used in the research. The obtained data is organized in r. 3.3.1 program (R Core Team, 2016). Confirmatory Factor Analysis (CFA) is made in MPlus 7 program. According to results obtained from research, it is seen that there are significant differences in both organizational opposition and favoritism of executives in terms of gender, the field of study, seniority and school type but there is a significant difference only in organizational opposition with regard to independent variable of union membership. In addition while it is seen that there are positive significant and medium level relationships between favoritism of executives and organizational opposition, it is also found out that favoritism of executives is an important predictor of organizational opposition.

In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success.Research Methods: This study was designed in accordance with a qualitative, scanning model. The research was carried out with 232 (97 males and 135 females) prospective teachers who studied in Mathematics Education Program at Firat University, Education Faculty, and were selected by simple random sampling method.

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