This research aims to determine whether the alienation perceptions of elementary school teachers changes SUMMARYIn a world where globalization shapes our life styles and the individuals are the objects of their lives, it's inevitable to mention about the phenomenon of alienation. According to Seeman (1959), alienation is a situation produced by the feelings of powerlessness, meaninglessness, normlessness, isolation and self estrangement and their consequences as a result of social, institutional and relational problems. Alienation to work, one type of alienation, is a syndrome which evolves as a result of the relationship between the worker and the work's socio-technic conditions and it emerges when the workers can't control their own work process, they can't develop a feeling of an aim towards work and they don' feel themselves as a part of society they live in (Blauner, 1964). Teachers have the main responsibilities to maintain the social,political and economical functions of schools as they have a vast amount of effect on schools both qualitatively and quantitatively. However well the education curriculums are set and learning environments are organized, all efforts and investments will be a waste if the teachers who gives importance to teaching, learning and make these her own life styles

The "learning autonomy," which is believed to have positive effects on learning processes, is achieved when learners have the responsibility to make decisions in their own learning process. In order for individuals to have learner autonomy, the individual must be able to decide which methods and techniques to use in the learning process, to follow their own learning process, and to arrive at realistic assessments for their own learning situation. In the literature, the evaluation of one's own learning process and products is called "self-assessment." Self-assessment is expressed as having a positive contribution to one's own learning processes. The main aim of this study is to investigate the effects of self-assessment on the English writing skills of non-native students. The research was conducted at a state university in Ankara in B1 level, beginning at the second semester of the academic year 2014-2015 and lasted for eight weeks. The study used a pretest -posttest control group design. The required data for the research were collected by pretest and posttest English Writing Tasks, a scoring rubric, and an interview form developed by the researcher. Analysis of the data obtained from the pretest and posttest was carried out by two-way ANOVA for mixed measures, while content analysis method was conducted in order to analyze the data obtained from the interviews. As a result of the research, it has been concluded that writing lessons in which students practice self-assessment are more effective in improving the writing skills of students than writing lessons conducted by traditional means.

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Bu araştırmanın amacı ilköğretim kurumlarında görev yapan sınıf ve branş öğretmenlerinin kurum yöneticisi tarafından yapılan ders denetimi sırasında yaşamış oldukları kaygı düzeylerini belirlemektir. Araştırma nicel bir araştırma olup tarama modeli kullanılmıştır. Veri toplama aracı olarak Karakaya ve diğerleri(2011) tarafından geliştirilen "Denetim Kaygısı Ölçeği" kullanılmış olup toplanan veriler SPSS-23 programı ile analiz edilmiştir. Verilerin analizinde Kruskal Wallis ve Mann Whitney U analizleri yapılmıştır. Araştırmanın evrenini 2018-2019 eğitim-öğretim yılında Adıyaman İli Merkez ilçede görev yapan ilkokul ve ortaokul öğretmenleri oluşturmaktadır. Araştırmanın örneklemi, tabakalı örnekleme yöntemi ile seçilmiş olup 82 sınıf ve 182 branş öğretmeninden oluşmaktadır. Elde edilen bulgulara göre, öğretmenler denetim sırasında genel olarak orta düzeyde kaygı yaşamakta olup, kadın öğretmenlerin yaşadığı denetim kaygısı düzeyi erkek öğretmenlerin yaşadığı denetim kaygısı düzeyinden daha fazladır. Ayrıca kaygı düzeyleri medeni durum ve branş değişkenlerine göre ölçeğin alt boyutları açısından farklılık göstermektedir.

In the research, a total of 12 school administrators and 18 teachers working in six different schools including three primary schools and three secondary schools were interviewed by using "case study" of qualitative research techniques in order to get in-depth knowledge about school administrators and teachers' perceptions of postponement behaviors and workloads. When the managers and teachers to be interviewed were determined, the maximum diversity sampling method which is one of the purpose sampling methods was used. The qualitative data obtained in the research were collected by using semi-structured manager and teacher interview forms that prepared by the researcher. Within the scope of the research, in the context of the qualitative findings obtained from interviews with school administrators; all of the interviewed school administrators (f = 12) stated that they did not postpone the work related to students, staff and education in the school, but they pointed out that sometimes there could be delayed situations. A large number of interviewed teachers (f = 13) indicated that the managers postpone many jobs in the school. In this context, internalization of managers, not only external sanctions, but also effective time management and internal supervision skills can be improved. In this context, internalization of managers, not just external sanctions, but effective time management and internal audit skills can be improved.