As education has many variables, essential arrangements are required in different areas to enhance its quality. School buildings, environmental arrangements, teaching and learning process, sources and materials, teachers, principals, health and security are the variables of which come to mind first. The concept of 'child-friendly school (CFS)' which was initiated and attempted to actualize by UNICEF's studies, has a nature including all these variables listed above and even more. The current study tires to identify to what extend the teachers, the principals and the secondary school students (5 th to 8 th grades) perceive their school as child-friendly. The mixed method approach was chosen for the study. The quantitative data was collected with 'Child-Friendly School Scale (CFSS)' developed by the researchers. A total of 54 schools and 4007 students comprise the sample, and the scale was implemented in one class from each grade level chosen randomly. The qualitative data were obtained from the volunteer teachers. Results revealed that the CFS characteristics of the schools changed according to the socioeconomic level of the school, gender of the students and the grade level. It can be suggested to construct a sense of awareness for the child-friendly school concept, to provide the continuity of the arrangements and to make them functional.
In this research, the effects of teachers' perceptions of the diversity management on their job satisfaction and individual performance were examined. Teachers who are working in public high schools during 2014 to 2015 academic year constituted the study group of the research. The data of the research in which quantitative method used were gathered with "Diversity Management Scale", "Minnesota Satisfaction Questionnaire" and "Self-Reported Individual Performance Scale". As a result of the analyses done, significant relationships were found between the diversity management and job satisfaction; and between the diversity management and individual performance. Also, it was found that sub dimensions of diversity management as individual attitudes and behaviors, organizational values and norms, administrative practices and policies together predict the general job satisfaction significantly.
When the literature is examined, it is seen that what the concept of digital leadership is and how it should be understood is not clearly understood and there is no consensus on the definition of the concept. From this point of view, in this study, it is aimed to form a definition of the concept of digital leadership by examining the studies on digital leadership, which is a new concept. Basic qualitative research was used in the research. The research is limited to English studies in the international literature on digital leadership between 2012 and 2020, which have a clear definition of the concept in the studies. Document analysis was used as a data collection tool in the research. As a result of scanning, 13 studies were reached in accordance with the criteria determined. Three of these are books, one of them is a congress paper, two of them are research reports, and seven of them are articles. Content analysis was used in the analysis of the data. Definitions of digital leadership were gathered under themes of change, using technology, and innovation. In the definitions under the theme of change, the codes of change, transformation and vision creation were emphasized. Code concepts of using digital tools, using technology, managing technology under the theme of using technology; under the theme of innovation, the concepts of thinking differently, an innovation culture and focusing on innovation were emphasized. In line with the findings, a definition of the concept of digital leadership has been suggested.
ÖzetBu çalışmanın amacı, ilköğretim okulu öğretmenlerinin algılarına göre örgütsel yapı ile örgüt sağlığı arasındaki ilişkileri incelemektir. Bu amaçla, ilköğretim okullarının yapısal özellikleri ile örgüt sağlığı ve boyutları arasındaki ilişkilere bakılmıştır. Nicel yöntemlerin kullanıldığı araştırmanın örneklemi, Denizli il merkezindeki ilköğretim okullarında çalışan ve oranlı küme örneklemi yoluyla seçilen 431 öğretmenden oluşmaktadır. Araştırmanın verileri, araştırmacılar tarafından geliştirilen "Yapısal Özellikler Ölçeği" ve Akbaba (1997) tarafından geliştirilen "Örgüt Sağlığı Ölçeği" aracılığıyla toplanmıştır. Araştırmanın alt problemlerinin çözümlenmesinde Sperman's rho korelasyon testleri ve lojistik regresyon analizinden yararlanılmıştır. Analizler sonucu elde edilen bulgulara göre, karmaşıklık ve formalleşme özellikleri örgüt sağlığı ile pozitif yönde, merkezileşme ise negatif yönde ilişkili çıkmıştır. Bir diğer sonuca göre, öğretmenlerin okullarındaki karmaşıklık ve formalleşme özelliklerine ilişkin algıları, okullarını sağlıklı ya da sağlıksız olarak algılamalarında etkilidir. Anahtar Sözcükler: Örgütsel yapı, örgüt sağlığı, yapısal özellikler, ilköğretim okulu. The Relationships between Organizational Structure and Organizational Health in Primary Schools AbstractThe purpose of this study is to investigate the relationships between organizational structure and organizational health according to the perceptions of primary school teachers. For this purpose, it was examined that the relationships between primary schools' structural properties and organizational health and its dimensions; whether structural properties affect organizational health and its dimensions. Selected by proportional cluster sampling, a total of 431 teachers working at the primary schools in centre of Denizli participated to the study. The data was collected by "Primary Schools Structural Properties Inventory" developed by the researchers and "Organizational Health Inventory" developed by Akbaba (1997). The data was analyzed by using the Sperman rho correlation tests and logistic regression analysis. According to the results, there is a positive relationship between complexity, formalization and organizational health; and negative relationship between centralization and organizational health. Teachers' perceptions of complexity and formalization in their schools affect their perceptions whether their school is healthy or not.
In this study, it is aimed to contribute to the process of creating a new supervision model by comparing the old supervision processes with the new supervision activities. With the new supervision activities, it is meant the supervision activities carried out by Ministry inspectors as a result of the Ministry of National Education Regulation on Inspection Board on 20.08.2017. In the study, which used a case study from qualitative research designs, nine school principals who had experienced the old and new supervision were interviewed. When the content analysis is performed on data obtained from interviews; the opinions of the principals about the differences of the new supervision from the previous supervisions were gathered in three themes as pre-process, in-process and post-process differences. The majority of the principals stated that the final supervision practices should not be continued or should be improved. Finally, principals' opinions about how the supervision system should be, gathered under four themes; as guidance-based supervision, a system in which inspectors in the provinces supervised, return of course supervision and target-based supervision.
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