The purpose of this qualitative case study is to investigate the most common communication problems from the views of faculty members at the Middle East Technical University in Ankara, Turkey. The sample of this study consists of 50 faculty members including professors, associate professors, assistant professors, and instructors from five largest departments representing five colleges at the Middle East Technical University. The data were gathered by utilizing interview method, including 19 interview questions which were developed by the researchers. The data collected through interviews were content-analyzed including the process of identifying, coding, and categorizing the primary patterns of data. The results of this study provide evidence that faculty members perceive a number of significant communication problem areas regarding work-related communication and overall departmental communication. Furthermore, although there are some similarities among the faculty members in identifying communication problems as well as the ways of solving these communication problems, some significant differences are also observed among the departments. In addition, analysis of the data revealed that there are some similarities and differences between hard science and soft science departments in defining communication problems and possible ways of solving these communication-related problems.

For example, Clegg (2008) proposed that identity is a "multiple and shifting term exists alongside other aspects of how people understand their personhood and ways of being in the world. " (p. 329). Identity has been interpreted as a sense of self representing an ongoing effort of making sense of who we are in a continuum which links the past with the present and future (

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The purpose of the present study is to test a hypothetical model in order to examine the association between students' sense of classroom belonging along with four other university class-level variables including faculty-student relationships, connected classroom climate referring peer relationships, loneliness and classroom identity. It is intended to draw attention of teacher educators to the importance of creating sense of community at classroom level through this study in order to improve the quality of teacher education. With this aim, pre-service teachers attending the faculty of education were selected as sample of the study (N= 1425). Each measures used in this study was adapted for college-level students through confirmatory factor analysis in order to test specific predictions concerning each measure's structure and the results revealed that all measures have adequate psychometric properties. The model examined with structural equation modeling was an excellent fit with the data, and the results indicated that the fitted model explained 50% of the variance in classroom identity; 47% of the variance in sense of classroom belonging; 14% of the variance in classroom climate; and 9% of the variance in loneliness. Results and implications are discussed.

The purpose of this study was to examine primary school teachers ' Keywords: Organizational communication, communication satisfaction, primary school teachers SUMMARYOrganization is composed of some number of individuals who desire to achieve some set of goals, recognize that goals are best achieved by cooperation rather than independent action, gather whatever materials and information, and return the modified materials and information to the organizational environment in order to obtain satisfactory rewards (Book et al., 1980). This definition of organization emphasizes that communication process is an essential component of any organizational action and central to the control, coordination, and survival of organizations. Goldhaber et al. (1978) stated that the perceptions of satisfaction, climate, and information adequacy become main variables in communication research when organizational communication is approached form the perception/attitudes or the perception perspective. According to this perspective, employees' cognitive and affective perceptions of the organization influence their behaviors in the organization. With the perception perspective,