This research aims to discover the opinions of students who will become teachers in the future concerning the expectations and concerns about themselves in the context of the possible selves theory (PST). Qualitative phenomenological research design has been used in this study. The study group consists of 449 students. In the research, the criterion sampling method, which is one of the purposeful sampling methods, has been used. Descriptive analysis has been used in the analysis of data. The findings revealed that the concerns and expectations of the prospective teachers were mostly in the area of pedagogical formation and general culture. It is determined that the most frequent expectation and concern of prospective teachers is to be competent in the profession and losing belief in the profession.

Bu araştırmanın amacı, Türkiye'de uygulanan akademik teşvik ödeneği uygulamasının olası etkileri üzerine motivasyon kuramları bağlamında bir değerlendirme yapmak, ulaşılan sonuçlar ışığında geleceğe yönelik önerilerde bulunmaktır. Araştırmada, 14 Kasım 2014 tarihli Resmî Gazete'de yayımlanan 6564 Kanun Numaralı "Yükseköğretim Personel Kanununda Değişiklik Yapılmasına Dair Kanun" ile 2016 yılından itibaren uygulamaya konulan "Akademik Teşvik Ödeneği Yönetmeliği" ele alınarak seçilen motivasyon kuramları bağlamında öğretim elemanlarının görüşleri incelenmektedir. Araştırmada 'durum çalışması' yapılmıştır. Amaçlı örnekleme yöntemlerinden karşıt durum örnekleme ve maksimum çeşitlilik örnekleme teknikleri ile belirlenmiş olan akademik teşvik ödeneği alan ve almayan 10 öğretim elemanı ile görüşmeler yapılmıştır. Akademik teşvik uygulamasının kapsam-içerik kuramları açısından daha olumlu olduğu düşünülen uygulamalara sahipken, süreç kuramları ve güncel kuramlar açısından amaca ulaşmada etkisinin az olduğu sonucuna ulaşılmıştır. Alınacak birtakım dönütlerle uygulamaların yeniden gözden geçirilmesi, daha fazla katılımcıyı kapsayan, farklı üniversite ve fakültelerde görev yapan akademisyenlerle yeni araştırmaların yapılması önerilmektedir.

The purpose of this study is to determine the ways primary education administrators solve events of violence as a problem. To this end, sample cases of violence were derived from the school violence news appearing on media organs in the last four years. They were categorized based on the type of violence. Data were collected via a semi-structured interview form developed by the researcher and administered to school administrators. In-depth data were collected in regard to the ways they would solve problems. The content formed by the obtained data was evaluated via systematic, descriptive analysis. To determine the problem of violence in school, school administrators mostly turn to teachers' and students' views and video-recording and sound-recording. To solve the problems, on the other hand, they resort to family/parent training and implement what is prescribed in the legislation. The administrators did not express any opinion about predetermined possible solutions.

In this study, the relationship between workaholism level of teachers and their perceptions about organizational health was examined. The sample of the study consisted of 255 teachers, who were assigned with appropriate sampling in the central districts of Ankara. Workaholism Scale and Organizational Health Scale were conducted to collect the research data. The results of the study indicated that there were significant relationships between organizational health and workaholism level of the teachers. Negative relationships were found between 'working compulsively', a sub-dimension of workaholism, and all sub-dimension of organizational health. However, the highest relationship was found between working compulsively and 'environmental interaction', a sub-dimension of organizational health. The regression analyzes revealed that 'working excessively', another sub-dimension of workahism, has significantly predicted three sub-dimensions of organizational health (organizational leadership, organizational identity and organizational product). It was seen that working excessively is a significant predictor of these three dimensions. Working compulsively was found to be a negative and significant predictor of all subdimensions of organizational health. The results of the research were discussed in the context of the workaholism level of teachers and organizational health.

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