Evaluation of the patriotic attitudes of the prospective teachers according to various variables

Tonga, Deniz; Aksoy, Bülent

doi:10.7813/2075-4124.2014/6-1/b.24

Cited by 4 publications

(4 citation statements)

References 5 publications

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“…However, no statistically significant difference was observed among the constructive patriotism scores. While the finding on constructive patriotism was supported by the findings of other studies, the finding on blind patriotism was not supported by the findings of other studies (Baş, 2016;Ercan, 2015;Tonga &Aksoy, 2014;Yazıcı, 2009). The reason for this difference may have to do with the participants' characteristics.…”

Section: Discussioncontrasting

confidence: 52%

Self-Construal and Demographic Variables as Predictors of Blind and Constructive Patriotism in University Students

Ercan¹

2017

IJHE

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The aim of this study is to investigate the blind and constructive patriotism tendencies of university students in light of the demographic structure and variables. The investigation is performed by using the correlational descriptive model. The purposeful sampling technique has been used and data was collected from a total of 390 university students. 225 (57.7%) of the participants were female and 165 (42.3%) were male; the age group of participants ranged from 18 to 26 years with a mean age of 20.42 (SD = 1.88). Demographic Information Form, Patriotism Attitude Scale and Relational, Individual and Collective Self Aspects Scale have been applied to the participants. The correlation, t-test, analysis of variance and regression analysis techniques were used in the analysis of the data. The obtained results reveal that, the blind patriotism scores of the participants show a significant difference according to sex. Also it was found that, the blind patriotism scores vary according to the city in which participants live. On the other hand, we conclude that there is a relationship between the blind patriotism and relational and collective aspect of the self. In addition, it has been seen that there is a significant relationship between the constructive patriotism and the relational aspect, individual and collective aspect of the self. Additionally, the collective self-aspect is a significant predictor of constructive patriotism.

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Section: Discussioncontrasting

confidence: 52%

Self-Construal and Demographic Variables as Predictors of Blind and Constructive Patriotism in University Students

Ercan¹

2017

IJHE

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“…The second part was a self-survey rating scale which includes five (5) items in each of the norm of conduct stipulated in the Code of Conduct and Ethical Standards for Public Officials and Employees of the Republic Act 6713. The eight (8) norms of conduct were as follows: (1) commitment to public interest; (2) professionalism; (3) justness and sincerity; (4) political neutrality; (5) responsiveness to the public; (6) nationalism and patriotism; (7) commitment to democracy and (8) simple living. The total item of research instrument was forty (40) and the participants asked to encircle their responses.…”

Section: Data Gathering Instrumentmentioning

confidence: 99%

Compliance with the Code of Conduct and Teaching Performance

Gernalin,

Bautista,

Maguate

2023

int.jour.sci.res.mana

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The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were in the municipality. Furthermore, findings showed that the extent of the compliance with the code of conduct of the participants was “Always” and their overall teaching performance was very satisfactory. The study found significant differences in the variables and grouped according to the code of conduct. Finally, there were significant relationships found in various components of code of conduct and teaching performance. Recommendations on the findings for the capacity build-up of the participants in complying the code of conduct and teaching performance were given. Lastly, a Teachers Development Program (TDP) was proposed.

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“…In a study by Fairbrother (2003), it was also the criticality of Chinese and Hong Kong students’ patriotism that was of interest. Staub’s (2003) constructive and blind forms of patriotism have also been popular scales upon which teachers’ attitudes to patriotism have been measured (Wang et al , 2006; Tonga and Aksoy, 2014). These dichotomous categories are useful for measuring patriotism in teachers, but are limited, as teachers relate to their countries not only through critical engagement or dissent, but also by embracing cosmopolitanism, cultural plurality and equal participation in a community (Leung and Print, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

Postmodern patriotism: teachers’ perceptions of loyalty to Singapore

Chua

Sim

2017

AEDS

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Purpose The purpose of this paper is to explore humanities teachers’ perceptions of patriotism in Singapore by addressing two questions. First, what are teachers’ understandings of patriotism? Second, what are teachers’ attitudes toward patriotism as a quality of good citizenship? Design/methodology/approach The qualitative case study approach was used, with semi-structured interviews and classroom observations as data sources. The participants were four teachers from diverse backgrounds with distinct perceptions of patriotism. Data analysis methods included writing teacher profiles and thematic coding. Findings Teachers were generally positive toward patriotism and understood it in four ways: cosmopolitan, nationalistic, social-movement and person oriented. These themes were not mutually exclusive but distributed across the participants in varying extents. These findings show that patriotism is susceptible to individual meaning-making, and there are different scales and expressions of patriotism. Research limitations/implications The results from this small case study cannot be generalized. However, owing to globalization, it is likely that alternative ways of understanding patriotism might become more widespread and salient in citizenship education. Hence, the authors recommend that more studies be conducted on larger samples and using other methods. Originality/value This study goes in-depth into a case where teachers had positive feelings toward patriotism, and it draws on the context of Singapore to understand how and why this is so. It also revealed conceptions of patriotism that differ from the more common constructs in the educational literature, suggesting that people from post-colonial countries with different histories, might conceive of patriotism differently from others.

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Evaluation of the patriotic attitudes of the prospective teachers according to various variables

Cited by 4 publications

References 5 publications

Self-Construal and Demographic Variables as Predictors of Blind and Constructive Patriotism in University Students

Self-Construal and Demographic Variables as Predictors of Blind and Constructive Patriotism in University Students

Compliance with the Code of Conduct and Teaching Performance

Postmodern patriotism: teachers’ perceptions of loyalty to Singapore

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