No abstract

Organizational Citizenship Behavior means that an employee works more than his/her responsibilities determined by the organization and makes extra effort in this regard. The concept of organizational commitment includes the confidence in and acceptance of the aim, objective and values of the organization, the will to make more effort than required for the organization and to remain as a member of that organization, the identification with the objectives of the stakeholders of the organization, and the internalization of its values. One's attitutes towards his/her profession may affect his/her attitudes towards the organization. Therefore, the concept of professional commitment is so important as the concept of organizational commitment. Professional commitment is related to featuring the professional identity, making effort for the profession, and to being committed to professional objectives, values, norms and ethical principles. The purpose of the present research is to determine the relationship between organizational citizenship behavior, organizational and professional commitment depending on the opinions of teachers working at different secondary schools. Data was collected from 832 teachers: 130 teachers from general high schools, 272 teachers from Anatolian high schools and 430 teachers from vocational high schools. An organizational citizenship behavior scale (OCBS) and an organizational and professional commitments scale were applied to the teachers. The scale of Podsakoff et al. (1990) was used as the organizational citizenship behavior scale, and the scales developed by Meyer, Allen and Smith (1993) were used as the organizational and professional commitment scales. As a result of the research, a significant difference was determined between the organizational commitment perceptions of the teachers, the "affective commitment" and "normative commitment" sub-dimensions of the organizational commitment scale, and the "sportsmanship" sub-dimension of the OCBS according to the school type variable. This difference was found to be positive for the teachers working at the Anatolian High Schools. A positive and significant relationship was observed between organizational and professional commitments and organizational citizenship behavior. However, the results indicated that professional commitment is more related to the organizational citizenship behavior than organizational commitment. According to the results, professional and organizational commitments together were determined to explain approximately 26% of the total variance of the organizational citizenship behavior perceptions of the teachers. Professional and organizational commitments alone were determined to explain the organizational citizenship behavior perceptions of the teachers at the rate of 33% and 9%, respectively. As a result, professional commitments of the teachers were found to be higher than their organizational commitments.

Öz: Bilgisayar/akıllı telefon ve internet teknolojilerinin yaşamın her alanında olduğu gibi örgütlerde de yaygın kullanımı son yıllarda artmaktadır. Sanal kaytarma, bir çalışanın, iş saatleri içerisinde, çalıştığı kurumun internet bağlantısıyla kullanmış olduğu bilgisayar ve akıllı cep telefonunu kişisel amaçlarına yönelik olarak kullanması olarak tanımlanmaktadır. Bu çalışmanın amacı, Giresun (merkez) ilinde ilkokul, ortaokul ve ortaöğretim okullarında görev alan okul yöneticilerinin iş ortamlarında kullanmış oldukları sanal kaytarma türlerini ve sanal kaytarma faaliyetlerini belirlemektir. Araştırmada ayrıca okul yöneticilerinin sanal kaytarma faaliyetlerinin sıklığının demografik değişkenler açısından farklılık gösterip göstermediğinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubu 2014-2015 eğitimöğretim yılında Giresun ili merkez ilçede Milli Eğitim Bakanlığı'na bağlı ilköğretim (ilkokul-ortaokul) ve ortaöğretim kurumlarında görev yapan 104 okul yöneticisinden oluşmaktadır. Araştırma sonucunda okul yöneticilerinin önemsiz sanal kaytarma boyutuna ait puanlarının ortalamasının, önemli sanal kaytarma boyutuna göre daha yüksek olduğu belirlenmiştir. Araştırmada okul yöneticilerinin önemli ve önemsiz sanal kaytarma faaliyetlerine ilişkin görüşlerinin cinsiyet değişkeni ve görev yaptıkları okul türü değişkeni açısından farklılaşmadığı, mesleki kıdem değişkeni açısından farklılaştığı ortaya konulmuştur. Okul yöneticilerinin iş saatlerinde iş dışı internet ve bilgisayar kullanma süreleri arttıkça, önemli ve önemsiz sanal kaytarma faaliyetlerinin de arttığı sonucuna da ulaşılmıştır. Okul yöneticilerinin önemli ve önemsiz sanal kaytarma faaliyetleri ile ilgili sorulara verdikleri yanıtların aritmetik ortalamaları incelendiğinde ise araştırmaya katılan okul yöneticilerinin önemli sanal kaytarma faaliyetleri arasında yer alan maddelerden en çok "Sosyal içerikli ağlara katılmak (Facebook, Twittter vb.)" en az ise "Eğlence amaçlı veya boş zaman doldurmak için oyun oynama" maddelerini yanıtladıkları görülmektedir.

The main purpose of this study is to examine the relationship between teachers' perceptions of supervisor support and job performances and the mediating role of job satisfaction in this relationship. The study group consists of 206 teachers working in the public high schools in the Giresun province centre during the 2016-2017 academic year. The study group has been determined by simple randomized sampling method. In the study, the effect of teachers' supervisor support perceptions on job performance and the mediating role of job satisfaction have been tested by forming a structural equation model. According to the results, there is a positive linear relationship between supervisor support, job performance and job satisfaction and job satisfaction has a full mediating role between supervisor support and job performance.

This paper examines the relationships between teachers' communicative skills and students' attention in the class. Group of the study covers 336 high school students enrolled in state schools in Tirebolu, Giresun in the 2015-16 academic years. In order to reveal the students' attention Mazer's (2013) 'Student Interest and Engagement Scale' has been used; moreover, teachers' communicative skills were determined via 'Communicative Skills Assessment Scale' developed by Karagoz and Kosterelioglu (2008). Analyzing the data, median, standard deviation, t test, ANOVA, correlation analysis and structural equation modeling techniques were applied. According to research findings; the communication skills of the teachers differ significantly according to the variables of the students' gender, academic achievement and school type. While the students' lectures differ significantly according to gender variables, they do not differ significantly according to the academic achievement and school type variables. According to the results; there is a positive relationship between the teachers 'communication skills and the students' interest in the lesson, and as the communication skills of the teachers increase, the interest of the students also increases. In addition, the communication skills of teachers influence the students' attitudes towards teaching. Teachers can exhibit more effective communication skills in order to increase the students'