This study aims to investigate the role of educational leaders in students’ acquisition of digital citizenship and technology use. The research study group consists of school principals, assistant principals, and teachers working in Istanbul. In this study, the case study technique, one of the qualitative research designs, was used to describe the current situation in detail regarding the use of technology and the development of digital citizenship behaviors. The data were obtained with a semi-structured interview form, and content analysis was made. The results explain the roles of educational leaders in developing technology ethics in students, ensuring that students use technology safely, preventing students from misusing technology, and raising a sense of responsibility towards technology as required by the age.
Purpose: Scientific literacy plays an important role in catalyzing science learning in the 21 st century. Unfortunately, previous evidence revealed that students' scientific literacy tends to be unsatisfactory. This study investigated the effect of ethnosciencethemed picture books embedded in context-based learning (EthCBL) on students' scientific literacy. Methods: In this quasi-experimental research, 58 (35 girls and 23 boys) fifth-grade students in a public elementary school in Indonesia were selected using purposive sampling. Twenty-nine students (19 girls and 10 boys) were assigned as an experimental group and 29 students (16 girls and 13 boys) were assigned as a control group.
Örgütler için öğrenme, hayatta kalmaları ve büyümeleri için önemli bir etkendir. Öğrenen örgütler, sürekli öğrenmeyi destekleyen iklime sahip olduğundan kendisini yenileyen ve geliştiren kurumlardır. Bu nedenle örgütlerin, öğrenen örgüt olup olmadığını ortaya çıkarmak önemlidir. Bu araştırmada, örgütlerin öğrenen örgüt özelliklerini belirlemeye yönelik geçerli ve güvenilir bir Likert türü ölçek geliştirmek amaçlanmıştır. Araştırmanın çalışma grubunu, İstanbul İli Maltepe, Kartal ve Pendik ilçelerinde görev yapan okul müdürü, müdür yardımcısı ve öğretmenler oluşturmaktadır. Birinci grupta 201 katılımcı, ikinci çalışma grubunu 222 katılımcı bulunmaktadır. Açımlayıcı faktör analizi (AFA) yapılmadan önce Kaiser-Meyer-Olkin değeri .922 ve Bartlett' s Testi değeri ise "1941,278 ve anlamlı (p<.001) olarak tespit edilmiştir. AFA sonucunda elde edilen 16 maddelik ve 3 faktörlü yapı doğrulayıcı faktör analizi ile doğrulanmıştır (DFA; χ²/sd oranı: 1,908; GFI = .901; AGFI = .861; CFI = .967; RMR = .023; RMSEA = .068; SRMR = .487). Üç faktör, örgütsel öğrenme, yenilikçi öğrenme ve vizyoner öğrenmedir. Faktörler toplam varyansın %65,783'ünü açıklamaktadır. Ölçeğin Cronbach alpha (α) değeri .96, yarı yarıya güvenirlik katsayısı (r 1 , r 2 ) .85, Spearman-Brown değeri (S) .92 ve Guttman değeri (G) .92 olarak belirlenmiştir. Madde-toplam ve madde-kalan korelasyon katsayıları arasında önemli bir fark vardır. Grupların üst ve alt %27'si maddeler açısından karşılaştırılarak elde edilen değerler arasında anlamlı farklılık bulunmuştur (p< .01). Sonuç olarak, maddelerin ve faktörlerin ayırt edici olduğu tespit edilmiştir. Ölçeğin, eğitim örgütlerin öğrenen örgüt olup olmadığını ölçmek için geçerli ve güvenilir bir araç olduğu tespit edilmiştir.
The aim of this research is to reveal the effect of teachers' participation in administrative decisions and their willingness to participate in decisions on school effectiveness. Predictive survey model was used in the study. In the 2021-2022 academic year, 283 teachers working in Istanbul's Sultanbeyli, Pendik, Maltepe and Kartal districts formed the research sample. Simple random sampling was used when selecting the research sample. According to the results of the research, teachers' willingness to participate in administrative decisions is significantly higher than their level of participation in decisions. In addition, there is a positive correlation between the level of participation in decisions, willingness to participate and school effectiveness. In addition, the level of participation in decisions and willingness to participate partially predicts school effectiveness. As teachers' level of participation and willingness to participate in decisions increases, school effectiveness increases.
The research aims to reveal the effect of teachers’ agile leadership perceptions on their affective occupational commitment and how employee voice plays a mediating role in this effect. The study group of the research consists of 354 teachers working in Istanbul in 2021. The research is carried out according to the relational survey model. Correlation analysis is carried out and tested using the suggested mediation model based on the relationship between the variables to determine the relationship between variables. According to the research findings, the agile leadership characteristics of school principals positively affect their affective occupational commitment. Additionally, mediation analysis showed that employee voice is a partial mediator between agile leadership characteristics and affective occupational commitment. This research contributes to the theory by revealing the important effects of the agile leader in the school. In the light of the findings, the implications of the agile leader, employee voice, and occupational commitment of teachers were discussed, and suggestions were made for future research.
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