Okul Öncesi Öğretmenlerinin Okul Müdürlerinin Liderlik Stillerine İlişkin Algılarının İncelenmesi

ZAMBAK, Ayşe; ÖZDEMİR, Emine

doi:10.52848/ijls.1098341

Cited by 1 publication

(1 citation statement)

References 14 publications

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“…Likewise, a significant number of empirical studies have been found in the literature supporting these statements of teachers. Studies, teacher training and development (Ayaz, 2016;Çepni & Küçük, 2003;Demiralay & Karadeniz, 2008;Özgenel;, learning and teaching strategies (Demirel, 2006;Şahin;, management and leadership (Ataklı, 1992;Bilgivar, 2018;Ekinci, 2010;Erdoğan, 2019;Özgenel & Aktaş, 2020), curriculum (Cincioğlu, 2021;Karatepe et al, 2004;Marulcu & Doğan, 2010;Özpolat, 2013), assessment and evaluation (Çakar, 2004;Çoruhlu et al, 2009;Daniel & King, 1998;Erdemir, 2007;Turgut, 1997), the use of technology (Kurtoğlu & Seferoğlu, 2013;Odabaşı & Kabakçı, 2011;Uşun, 2006) and expressing their contribution to the professional development of teachers. they have brought.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Examining Teachers’ Attitudes and Views Towards Educational Research: Mixed Research

Günyel

BİLGİVAR

2023

IJPES

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The primary aim of the research is to examine the attitudes and behaviors of teachers toward educational researches. The research was carried out using mixed methods and an explanatory sequential design. The quantitative study group for the research consists of teachers working in public or public schools affiliated with the Istanbul Provincial Directorate of National Education in the 2021-2022 academic year. The quantitative study group for the research—the convenience sampling method—was determined, and 532 teachers participated in the research. Quantitative data were collected with the "Teacher Attitude Scale Towards Educational Researches (TAASS)" and independent groups were analyzed by t-test and ANOVA analysis. In the qualitative phase, data were collected from 20 teachers determined using the maximum diversity method. "Semi-Structured Interview Form" was used to collect qualitative data, and the content analysis method was analyzed. According to the results, teachers think that educational research is necessary at a "high level". They stated that educational research would contribute to the professional development of teachers in the fields of "teacher training and development", "learning and teaching strategies", "Management and leadership", "curriculum", "assessment-evaluation criteria", "technology use". They also stated that educational research in the fields of "Learning and Teaching Strategies", "Equal Opportunity and Opportunity," and "Family Factor" will contribute to the academic development of students. In this way, the necessity of educational research has been categorized under the themes of "professional development and student academic development"

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