The concept of cynicism based on the word "cynic" whose origin is based in ancient Greek philosophy, stemming from approximately 500 BC both as a way of thinking and a way of life (Brandes, 1997; Mantere & Martinsuo, 2001; Metzger, 2004). The concept of cynicism is the subject of a variety of disciplines within the social sciences, such as philosophy (

This study was aimed to investigate the impact of several demographic variables and teacher burnout on teaching enthusiasm. The descriptive correlational model was used. The study sample was comprised of teachers from high schools (9th-12th grades) in Antalya, Turkey during the fall semester of the 2020-2021 academic year. 366 teachers fully completed the questionnaire in 52 high schools. Data were obtained through two scales, namely the Teacher Enthusiasm Scale, and the Maslach Burnout Inventory. Two models were implemented for teaching and subject enthusiasm, separately. Each model included three demographic variables and three sub-dimensions of teacher burnout as predictors of teachers’ teaching and subject enthusiasm. The binary logistic regression analysis was used in the study. The analysis showed that gender and seniority as demographic variables were found to be significant predictors in the teaching enthusiasm model. The average class size was the only variable which was not significantly effective on teaching and subject enthusiasms. Emotional exhaustion and decreasing sense of personal accomplishment were found to be significant predictors for teaching and subject enthusiasm, while emotional exhaustion was the dominant predictor. Also, depersonalization was not a significant predictor of teaching and subject enthusiasm as sub-dimensions of teacher enthusiasm. That the relations’, which can directly and indirectly define the relationship between enthusiasm and burnout in the literature being greatly ignored forms the justification of the current study

ÖZ:Öğretim elemanlarının örgütsel toksisite algıları, toksisitenin algılanan etkileri ile örgütsel toksisiteyle başa çıkma stratejilerini anlamayı ve örgütsel toksisite konusunda ürettikleri metaforları ortaya koymayı amaçlayan bu çalışma olgubilim deseninde yürütülmüş nitel bir araştırmadır. Çalışma grubu, bir devlet üniversitesinde görev yapan ve amaçlı örnekleme yöntemlerinden "kartopu veya zincir" örnekleme yoluyla seçilen 40 gönüllü öğretim elemanından oluşmaktadır. Veriler alanyazın taraması, uzman görüşleri ve pilot uygulamaya dayalı olarak oluşturulan yarı yapılandırılmış bireysel görüşme formu ile toplanmış; içerik analizi tekniğiyle çözümlenmiştir. Örgütsel toksisiteye ilişkin görüşler narsist, saldırgan, etik dışı ve katı davranışlar; toksisitenin algılanan etkilerine ilişkin görüşler açığa vurma, olumsuz duyguları yineleme ve ilişkiyi kesme; toksisiteyle başa çıkmaya yönelik stratejiler ise kaçınma, direnme, sosyal destek ve çatışma alt temaları çerçevesinde incelenmiştir. Örgütsel toksisiteye ilişkin bilişsel imgeler de üretilen metaforlarla belirlenmiştir. Örgütsel toksisite konusunda üretilen metaforlar mikroorganizma, eylem/olay, doğa/coğrafya, hastalık, materyal/araç, hayvan, bitki ve yiyecek temalarında ifade edilmiştir. Anahtar sözcükler: Örgütsel toksisite, toksisitenin algılanan etkileri, toksisiteyle başa çıkma stratejileri, yükseköğretim, öğretim elemanları ABSTRACT: The purpose of this study is to understand sources of organizational toxicity at university, effects of organizational toxicity, strategies to cope with organizational toxicity perceived by faculty, and to reveal organizational toxicity metaphors produced by them. This is a qualitative research with a phenomenological design. Sampling called either snowball or chain, a technique in purposive sampling method, was used. The participants of the study consisted of 40 volunteer faculty who were selected from a state university. Data were collected via individual semi-structured interview form that was developed by the researchers based on the literature review, expert opinions, and pilot study. Content analysis method was applied. Faculty's perceptions on organizational toxicity were examined within the framework of four sub-themes: narcissistic, aggressive, unethical and rigid behaviours; perceived effects of toxicity were examined under three sub-themes: draining, psychologically recurring and disconnecting; and perceived strategies to cope with toxicity were examined under four sub-themes: avoidance, resistance, social support and conflict. Faculty's metaphors were examined under the themes: microorganism, action/event, nature/geography, disease, material/tool, animal, plant, and food.

Bu çalışmada, üniversite öğrencilerinin lisansüstü eğitim ve üniversitede akademik personel olma konularındaki farkındalıklarına ilişkin görüşlerini ortaya çıkarmak için Akademik Kariyer Farkındalık Ölçeğini geliştirmek amaçlanmıştır. Ölçeğin geçerlik ve güvenirlik çalışması, Akdeniz Üniversitesi'nde öğrenim gören 470, 4. sınıf lisans öğrencisi üzerinde gerçekleştirilmiştir. Taslak ölçeğin yapı geçerliğini belirlemek için açımlayıcı faktör analizi yapılmıştır. Ayrıca, doğrulayıcı faktör analizi ile de açımlayıcı faktör analizinde ortaya konulan yapının doğrulandığı belirlenmiştir. Yapılan güvenirlik ve geçerlik analizleri sonucuna göre, ölçek toplam 31 maddeden ve 4 boyuttan oluşmaktadır. Ölçeğin açıkladığı toplam varyans %61.72'dir. Ölçeğin tamamı için Cronbach Alfa iç tutarlılık katsayısı .971 olarak hesaplanmıştır. Boyutların güvenirlik katsayıları ise sırasıyla .951; .825; .861 ve .854 olarak belirlenmiştir. Sonuç olarak Akademik Kariyer Farkındalık Ölçeğinin, üniversite öğrencilerinin akademik kariyer farkındalıklarına ilişkin görüşlerini ortaya koyabilecek yeterlikte olduğu söylenebilir.

The study aims to determine the relationship between university students’ satisfaction with the university and the use of resource management and metacognitive self-regulatory learning strategies through structural equation modelling. This study was designed in the relational screening model, which is among the descriptive research methods and defines the relationships between variables. The data were collected from 364 undergraduate students at a university in Turkey. Structural equation modelling was used to test the model that showed the relationships between student satisfaction, resource management and metacognitive self-regulatory learning strategies, and the descriptive statistics of the variables and correlations were also calculated. Research results show that metacognitive and resource management self-regulatory learning strategies affect student satisfaction. significantly at a low level. Students’ use of self-regulatory learning strategies positively affects their satisfaction from the institution they are studying. In addition, the mediating effect of resource management self-regulatory learning strategy between metacognitive learning and student satisfaction was examined, and the indirect impact of resource management on student satisfaction was also found to be significant.