Wars, with their exhaustively long effects, cause people leave their countries and become refugees. Children are those who are affected most due to this situation. Undoubtedly, education is one of the basic rights of refugee children. Active and efficient family involvement is crucial to achieve the sufficient level in education. In this context, the aim of this study is to determine the level of parent involvement of refugee children. The study is designed as a phenomenological research. To this end, semi-structured interviews have been conducted with classroom teachers selected from those who have at least one refugee student in her/his classroom in Mersin, a metropolitan area and a city center in the southern region of Turkey. With its multi-cultural context, Mersin hosts around 200.000 refugees according to the statistics provided by Mersin governorate. Maximum variation sampling method has been used to determine the participants. According to the findings parent involvement is at low level for refugee students. Besides, it is determined that the parents of refugee students do not attend the parent-teacher meetings, they do not contact with teachers, and they do not support their children at home about their academic development. Parents' inability to speak Turkish (the native language of the teachers), their perception of their status in Turkey as temporary, the fact that they care physiological needs more than the education are found as major reasons of low parent involvement for refugee students.

This study attempts to comparatively explore the correlation between transformational leadership characteristics of school administrators and school safety in teachers’ views. The sample of the research with a survey model consists of a total of 744 teachers employed in the central districts of the province of Mersin. In the research, the “Transformational Leadership Scale” and the “School Safety Scale” are incorporated as data gathering instruments. Arithmetic mean, standard deviation, pearson’s product-moment correlation and multiple linear regression analysis technique are employed for the analysis of the data obtained from the study. It has been concluded that the transformational leadership characteristics of the participant school administrators are significant predictors of school safety in the participant teachers’ views.

No abstract

ÖZÖrgütsel vatandaşlık davranışı, örgütte çalışanlar tarafından, herhangi bir baskı ya da zorlama olmaksızın, gönüllü olarak, içten gelen, herhangi bir menfaat beklentisi olmadan isteğe bağlı olarak yapılan davranışları vurgulamaktadır. Bu bağlamda bu araştırmanın amacı, öğretmenlerin örgütsel vatandaşlık davranışlarını belirleme ölçeğini geliştirmektir. Ölçek, kapsamlı bir literatür taramasına dayalı olarak ve uzman görüşleri doğrultusunda geliştirilen taslak formun Van ili ve ilçelerinde görevli 205 öğretmen üzerinde uygulanmasıyla geliştirilmiştir. Ölçeğin yapı geçerliği için faktör analizi tekniği olan temel bileşenler analizi uygulanmış, belirlenen yapı ayrıca doğrulayıcı faktör analizi ile doğrulanmıştır. Güvenirlik çalışması için Cronbach Alpha katsayısı hesaplanmıştır. Ayrıca her bir maddenin ayırt ediciliği için madde toplam korelasyonlarına bakılmıştır. ''Okullarda Örgütsel Vatandaşlık Ölçeği (OÖVÖ)" olarak adlandırılan ölçeğin eğitim örgütlerinde öğretmenlerin kurumlarına ilişkin vatandaşlık davranışlarını ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır. 40 maddeden oluşan ölçek, örgütsel bağlılık, saygı ve yardımlaşma, özerklik ve değerlilik, uyum ve itaat, katılımda gönüllülük, özgecilik, vicdanlılık olmak üzere yedi faktörlü çıkmıştır. Ölçek beşli derecelendirmeli Likert tipinde bir katılım ölçeğidir. ABSTRACTOrganizational citizenship behaviour highlights voluntary, sincere behaviour displayed without any expectation of personal interests, and pressure or constraint by other organizational members. In this context, the purpose of the study is to develop a scale to explore teachers' organizational citizenship behaviour. The scale was developed after the application of a draft form developed on the basis of a comprehensive literature review, and expert views to 205 teachers employed in the province of Van and its districts. Principal component analysis, a factor analysis technique, was used for the construction validity of the scale and the defined construction was also confirmed with confirmatory factor analysis. The Cronbach's alpha coefficient was calculated for the reliability study. Moreover, item total correlation was examined for item discrimination of each item. It was concluded that the scale, entitled ''School Organizational Citizenship Scale" (SOCS), was a valid, reliable instrument to measure teachers' organizational citizenship behaviour in educational institutions. The scale consisting of 40 items was found to have seven factors: organizational commitment, respect and solidarity, autonomy and worthiness, conformity and obedience, voluntary participation, altruism and conscience. The scale was a five-point Likert type agreement scale.

Bu makale, en az iki hakem tarafından incelenmiş ve intihal içermediği teyit edilmiştir. / This article has been reviewed by at least two referees and confirmed to include no plagiarism.