ÖzBu araştırmanın amacı, Diener, Emmons, Larsen ve Griffin (1985) tarafından geliştirilen "Yaşam Doyumu Ölçeği"nin (YDÖ) Türkiye koşullarında geçerlik ve güvenirlik çalışmasını yapmaktır. Özgün ölçek Đngilizce olup, tek faktörlü bir yapı altında toplam 5 maddeden oluşmaktadır. Uyarlama çalışması için öncelikle orijinal ölçeğin Türkçeye çevirisi yapılmış, daha sonra dil, içerik, ölçme ve değerlendirme alanlarındaki uzmanların görüşlerine sunulmuştur. Uzmanların önerileri doğrultusunda ölçek üzerinde bazı değişiklikler yapıldıktan sonra Türkçe form ile Đngilizce formun aynı anlamı taşıyıp taşımadığının uygulamada belirlenmesi amacıyla ölçekler iki hafta ara ile bir grup öğretmene uygulanmıştır. AbstractThe aim of this study is to analyze the validity and reliability of The Satisfaction with Life Scale in Turkish Language, which was developed by Diener, Emmons, Larsen ve Griffin (1985). Original scale is in English and consists of 5 items with one dimensional structure. For adaptation; first, the original scale is translated into Turkish Language, then assessment and evaluation experts are consulted for their opinions regarding the language and meaning. Some changes are made based on the suggestions from the experts and the scale is applied to a group of teachers between a two-week interval to see whether the Turkish form suggests the same meaning as the original English form does. To test the consistency of the scores for two scales, the Pearson product-moment correlation coefficient is used and found as 0.92. Based on this finding; a strong, positive and significant relationship is found between Turkish and English versions of the scale. After ensuring the linguistic equivalence the scale is applied to 200 public primary school teachers working in the city center of Diyarbakır. Cronbach Alpha coefficient for internal consistent is found as 0.88 and test-retest reliability as 0.97. As a result of the validity and reliability analysis, it is found that the scale is a valid and reliable instrument to determine the life satisfaction perceptions of teachers working at the schools of Ministry of Education in Turkey.

ÖzBu araştırmanın amacı, Kassing (2000) Anahtar Kelimeler: Đlkokul, muhalefet, dikey muhalefet, yatay muhalefet. AbstractThe aim of this study is to analyze the validity and reliability of Organizational Dissent Scale in Turkey, which was developed by Kassing (2000). Original scale is in English and consists of 18 items with two dimensional structures. For adaptation; first, the original scale is translated into Turkish language, then assessment and evaluation experts are consulted for their opinions regarding the language and meaning. Alterations are made based on the suggestions of the experts and the scale is applied to a group of teachers two weeks later to see whether the Turkish form suggests the same meaning as the original English form. To test the coherence of the scores for two scales, the Pearson product-moment correlation coefficient is used and found as .976. Based on this finding; a strong, positive and significant relationship is found between Turkish and English versions of the scale. Linguistic equivalence ensured scale is applied to 200 primary school teachers working in the city center of Diyarbakır. Cronbach Alpha coefficient for internal coherence is determined as .849 and test-retest reliability as r=.84 (p=000). As a result of the validity and reliability analysis, it is found that the scale is a valid and reliable instrument to determine the organizational dissent perceptions of teachers working at the schools of Ministry of Education in Turkey.

The aim of this study is to determine the life satisfaction perceptions of teachers working at public primary schools according to some variables. In this study, descriptive survey model was used. A random sample of 200 teachers from 25 public primary schools in Diyarbakır/Turkey during 2013-2014 academic year were selected to represent the overall population. In this research, "The Satisfaction with Life Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and translated into Turkish by Dağlı and Baysal (2016) was used. The results show that general means of the teachers' perception of life satisfaction is at the "moderate" level. The highest mean score of perception is "I am satisfied with my life" (M=2,95; Agree moderately)and the lowest one is "If I could live my life over, I would change almost nothing"(M=2,24; Slightly agree). The results also show that there exists a significant difference among teachers' perceptions according to their gender, marital status and monthly income.

ÖzBu araştırmanın amacı, kamu ilkokullarında görevli öğretmenlerin, ilkokul müdürlerinin dağıtımcı liderlik davranışlarına, öğretmenlerin motivasyon düzeylerine, öğretmenlerin yaratıcılık düzeylerine ilişkin algılarının nasıl bir dağılım gösterdiğini ve ilkokul müdürlerinin dağıtımcı liderlik davranışları ile öğretmenlerin motivasyon ve yaratıcılık düzeyleri arasında nasıl bir ilişki olduğunu saptamaktır. Araştırma, tarama modelinde kurgulanmıştır. Araştırmanın evrenini, 2013-2014 eğitim-öğretim yılında Diyarbakır Đli merkez ilçe ve bağlı 13 ilçe merkezinde görev yapan 4552, örneklemini ise evrenden random yöntemi ile seçilen 1000 öğretmen oluşturmuştur. Araştırmanın verileri, Uçar (2015) tarafından geliştirilen "Dağıtımcı Liderlik", "Öğretmen Motivasyonu" ve "Öğretmen Yaratıcılığı" ölçekleri kullanılarak elde edilmiştir. Araştırma sonucunda ilkokullarda görev yapan öğretmenlerin algılarına göre; ilkokul müdürlerinin dağıtımcı liderlik davranışları "çok katılıyorum" düzeyinde, ilkokullarda görev yapan öğretmenlerin motivasyon ve yaratıcılık düzeylerine ilişkin algıları "çok katılıyorum" düzeyinde bulunmuştur. Đlkokul müdürlerinin dağıtımcı liderlik davranışları ile öğretmenlerin motivasyon ve yaratıcılık düzeyleri arasında pozitif yönde ve "orta düzeyde" anlamlı bir ilişki olduğu saptanmıştır.Anahtar Kelimeler: Dağıtımcı liderlik, öğretmen motivasyonu, öğretmen yaratıcılığı. AbstractThe purpose of this study was not only to reveal elementary school teachers' perceptions regarding elementary school principals' distributed leadership behavior, teachers' motivation levels and teachers' creativity levels but also to determine the relationship between elementary school principals' distributed leadership behavior and teachers' levels of motivation and creativity. The study was carried out with the survey and relational survey model. For the analysis of the participants' views about elementary school principals' distributed leadership behavior and about teachers' levels of motivation and creativity, mean scores and standard deviations were calculated. In order to determine the relationship between elementary school principals' distributed leadership behavior and teachers' levels of motivation and creativity, correlation analysis was conducted. The results revealed that the elementary school teachers' perceptions were at the level of "I almost completely agree" regarding the distributed leadership behavior of the elementary school principals, at the level of "I almost completely agree" regarding the elementary school teachers' levels of motivation and levels of creativity. In the study, a moderate level of positively significant relationship was found between the elementary school principals' distributed leadership behavior and the teachers' levels of motivation and creativity.

The aim of this study is to determine the relationship between the favouritism behaviours of secondary school administrators and organizational commitment of teachers. The research population consists of 3403 teachers from 64 secondary schools in the central district of Diyarbakir/Turkey in the academic year of 2016-2017. The data collection instrument was applied to randomly selected 376 teachers from 22 schools. "Favoutism in the School Management Scale", developed by Erdem and Meric (2012) and three dimensional "Organizational Commitment Scale", developed by Meyer, Allen and Smith (1993) and adapted into Turkish by Dağlı, Elçiçek and Han (2017) were used in this research. The arithmetic mean, standard deviation were used in the analysis of data. The relationship between favoritism and organizational commitment behaviour was studied using Spearman Correlation Coefficient. Some important findings obtained in the research can be listed as follows: Teachers participated the overall mean of "Favouritism in the School Management Scale" at "sometimes" level (M=2.86). According to teachers’ perceptions, the dimensions with the highest means are in order; (1) Planning (M=3,121; Sometimes), (2) Coordination (M=2,961; Sometimes), (3) Evaluation (M=2, 368; Sometimes) and (4) Organization (M= 2,936; Sometimes). Teachers participated the overall mean of "Organizational Commitment Scale" at "not sure" level. According to teachers’ perceptions, the dimensions with the highest means related to organizational commitment are in order; (1) Affective commitment (M=3,07; Neutral), (2) Continuance Commitment (M= 2,79; Neutral) and (3) Normative Commitment (M= 2,63; Neutral). In the study, a moderate level of negatively significant relationship was found between favouritism behaviours of school administrators and organizational commitment of teachers. (r = -.359, p < .01). The more favouritism behaviours of school administrators are, the less organizatioal commitment of teachers are.