The purpose of this study is to explore the relationships between occupational professionalism and organizational cynicism levels of teachers. The sample of this study, designed as a survey research, consists of 436 teachers employed in schools in the city center of the province of Denizli, Turkey. The data of the study were collected through the administration of Teachers' Occupational Professionalism Scale and Organizational Cynicism Scale to the sample group. In data analysis, descriptive statistics, t-test, ANOVA and regression analyses were conducted. The results of the study indicate that occupational professionalism of teachers was high and their organizational cynicism was close to medium level. Low and negative relations were found between occupational professionalism of teachers and their cognitive and affective cynicism levels. According to regression analysis, only contribution to organization as one of the four sub-dimensions of occupational professionalism was a significant predictor of cognitive and affective cynicism of teachers. Occupational professionalism of teachers was not observed to be significantly influential on the behavioral cynicism of teachers. All four dimensions of occupational professionalism of teachers together explained 4.3% of cognitive cynicism of teachers and 5% of their affective cynicism.

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The purpose of this descriptive study is to explore the relationships between teachers' critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers' Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers' critical thinking dispositions seem to be an important component of teacher professionalism.

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ABSTRACT:The purpose of this study is to investigate the relationships between organizational ethical climate and political behavior on the basis of the faculty members' perceptions. The sample of the study is comprised of 440 faculty members employed at Mugla Sıtkı Kocman University. The data of the study were collected through the Ethical Climate Questionnaire and the Political Behavior Questionnaire. In the analysis of the data, descriptive statistics, t-test, ANOVA, LSD test, and multiple regression analysis were employed. The findings of the study revealed that the faculty members have a medium level of ethical climate perception and political behavior perception, and the faculty members' ethical climate perception is a significant predictor of their political behavior perception. There are no significant differences among faculty members' organizational ethical climate and political behavior perceptions regarding their gender and academic rank. The results of the study have provided opportunities for the executives of higher education to develop better policies and practices regarding ethical climate and political behaviors.