No abstract

In this research, it was aimed to develop a valid and reliable test consisting of multiple choice questions in order to measure the conceptual understanding of the "cell" unit, which is one of the biology course topics. Planning, item writing, item analysis and item selection were followed in the development of the achievement test. Within the scope of the biology course, an item pool of 29 questions covering the cell topic was created. With the expert opinions, the content validity of the questions was ensured and the questions were corrected. Item analyzes were made with the pilot application of the draft form. As a result of item analysis, the number of questions was reduced to 22. After the item analyzes carried out, the “Cell Achievement Test”, consisting of a total of 22 questions for the "cell" unit, took its final form. While the average item difficulty of the test was calculated as 0.55, the average item discrimination was calculated as 0.44. Moreover, the test was applied to a different group of 123 undergraduate students for reliability analysis, and the KR-20 reliability coefficient was calculated as 0.89. As a result of the findings, a valid and reliable "Cell Achievement Test" was obtained.

Aim/Purpose: The aim of the research was to examine the relationship between the sub-dimensions of organizational culture perceptions, such as task culture, success culture, support culture, and bureaucratic culture and job motivations of ISMEK Lifelong Learning Center teachers. Background: It is thought that if teachers’ perceptions of organizational culture and levels of job motivation are assessed and the effects of school culture on the motivation level of teachers investigated, solutions to identified problems can be developed. Methodology: The study was conducted using survey research. The sample population consisted of 354 teachers working for the Istanbul Metropolitan Municipality’s Lifelong Learning Center (ISMEK). The personal information form prepared by the researchers, the School Culture Scale developed by Terzi (2005) and the Job Motivation Scale developed by Aksoy (2006) were administered to the teachers. Contribution: This study will contribute to research on the job motivations of teachers involved in adult education. Findings: The findings indicated that task culture differs according to gender. Teachers report high levels of job motivation, but job motivation varies with gender, education level, and number of years working at the ISMEK Lifelong Learning Center. A significant relationship was found between sub-dimensions of organizational culture and job motivation. Organizational culture explains more than half of the change in job motivation. The sub-dimensions of organizational culture, task culture, achievement culture, and support culture were found to be significantly predictive of job motivation. Recommendations for Practitioners: In order to increase motivation of teachers, a success-oriented structure should be formed within the organization. It is necessary for teachers and managers to support each other and to establish a support culture in their institutions. In order to establish a culture of support, managers need to receive in-service training. Recommendation for Researchers: This study was carried out in the ISMEK Lifelong Learning Center and similar studies can be done in classrooms, training centers, and study centers. Impact on Society: Teachers working in adult education should be afforded a more comfortable working environment that will positively impact job motivation, resulting in a higher quality of education for students. Therefore, this research may contribute to an increase in the number of students who engage in lifelong learning opportunities. Future Research: This qualitative study utilized a relational survey model. A more in-depth qualitative study employing observation and interviews is warranted.