In this study, a size-effect estimation was carried out to determine the relevance among organizational commitment, workload, motivation, and success in school performance. A meta-analysis method, a quantitative and formal research method that aims at systematic evaluation of previous studies for the outcome, was conducted in this research. To achieve the aim, referred journals such as Web of Science, SCOPUS, Yüksek Öğrenim Kurulu (YÖK), and National and International, published between 2010-2020, as well as the quantitative studies, were done in school performance, were scanned and findings were included in this study. The keywords in this study were, "performance, performance evaluation, performance assessment in schools, performans, performans değerlendirmesi and okullarda performans değerlendirmesi." While scanning the publications, WOS and SCOPUS-based, referred journals, for National dissertations YÖK databases were used. 353 types of research were reached in the Literature review, 239 of which were exempted because they were not relevant to the study. 114 types of research were dealt with during the Meta-analysis process. The Q and I² statistics were referred to determine the effect-size estimation process. The distribution of the findings was found to be heterogeneous. A strong and positive dimension (Zr=0.581) effect size was calculated between performance evaluation in schools and organizational commitment. The effect size calculated on the basis of the relationship between performance evaluation in schools and workload is also strong and positive (Zr=0.566). The effect of medium level and positive direction (Zr=0.405) between performance evaluation in schools and motivation was calculated. Moderate and positive (Zr =0.424) effect size was found between performance evaluation and academic success in schools. To conclude, it could be said that the reason why not too much research has been done in this field in both Turkey and TRNC is due to the transition to the performance evaluation system in 2015-2016.
Environmental education like all forms of education is a process of learning that requires an optimally designed teaching curriculum. However, unlike other conventional courses and forms of education, environmental education is not a linear form of learning as it requires complex and placebased designed teaching due to the individuality and diversity of people and their local environment and biodiversity. Libya like most countries of the world has joined the active fight against climate change through the incorporation of environmental education into the traditional system of education and designing a curriculum for the entire school system to ensure uniformity in learning standards. This study carries out an investigation of the efficiency of the Libyan primary school environmental education curriculum from the perspective of primary school teachers. Using openended questionnaires designed using an adequate theoretical framework, teachers in Libya were surveyed for their perceptions on satisfaction with the curriculum, their dislikes about the curriculum, what they enjoyed the most in the curriculum, and how they prepared using it and the complementary modifications they carry out on it. The results of this study indicate a finding where the majority of the teachers were happy with its efficiency but have recommended several changes to it to enable it to become optimal.
The rapid development of technology from day to day has manifested itself also in the field of education, and therefore it has become compulsory to include new regulations in education. In this fast-paced development, technology is coming into prominence both in distance education and traditional education. In this context, the technological organization established has an important role in the emergence of success perception. Since computer has begun to be used in the field of education, in addition to traditional education, the distance education has become in a more effective and productive education for foreign language learners. In this study, the distance learning, traditional education, teaching environments and perception of organizing as academic achievement are explained. The study has been carried out in a private university in the academic year of 2016-2017. The aim of this study is to evaluate the perception of success between distance education and traditional education in the foreign language education. This study examined the perceptions of administrators, lecturers and students towards the distance learning and traditional learning in order to evaluate the academic success of organizing in foreign language learning. The qualitative data analysis was used in this study. Administrators and students reported that they were prepared to facilitate individual study and improve their work skills with distance learning in the foreign language learning, but that the lecturers were not in the same position with the administrators and students in distance education.
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