ÖzBu araştırmada, okul iklimi ile öğretmenlerin özerklik davranışları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Araştırmanın evrenini, 2015-2016 eğitim öğretim yılında Muğla il merkezi ve ilçelerindeki kamu ve özel, okul öncesi eğitim kurumları, ilkokul, ortaokul ve liselerinde görev yapan öğretmenler oluşturmaktadır. Araştırma tarama modelinde desenlenmiştir. Araştırmanın örneklemini, oransız küme örnekleme tekniğine göre seçilen 434 öğretmen oluşturmuştur. Araştırmada veri toplama aracı olarak Öğretmen Özerkliği Ölçeği ve Örgütsel İklim Ölçeği kullanılmıştır. Öğretmen Özerkliği Ölçeği, bu araştırma kapsamında geliştirilmiştir. Verilerin çözümlenmesinde betimsel istatistikler, t-testi, ANOVA ve çoklu regreyon analizi kullanılmıştır. Araştırma sonuçlarına göre, okul iklimi açısından okul müdürleri en çok destekleyici, öğretmenler ise en çok işbirlikçi davranışlar sergilemektedir. Öğretmenlerin genel özerklik davranışları orta düzeyin üzerindedir. Öğretmenler, özerklik boyutları arasında en çok öğretme süreci; en az mesleki gelişim özerkliği davranışları sergilemektedir. Okul iklimi boyutları, öğretmenlerin genel özerklik davranışlarının %8'ini açıklamaktadır. Destekleyici ve emredici müdür davranışı, öğretmenlerin genel özerklik davranışlarının anlamlı yordayıcılarıdır.Anahtar sözcükler: Özerklik, öğretmen özerkliği ölçeği, okul iklimi, öğretmen AbstractIn this study, it was aimed to find out the relationship between the school climate and teacher autonomy. The research population consisted of private and public school teachers at preschool, primary, lower secondary and upper secondary schools in the centre and the districts of Mugla. The study was designed in survey model. The sample of the study consisted of 434 teachers selected by using disproportionate cluster sampling technique. The Teacher Autonomy Scale and the Organizational Climate Scale were used as data collection tools. Teacher Autonomy Scale was developed within the scope of the present study. Descriptive statistics, t-test, ANOVA, and the multivariate regression analysis were used to analyze the data. According to the results of the research, while the principals display supportive behaviours the most; the teachers display collegial behaviours the most. The findings also reveal that teachers display above average autonomy. Out of all the autonomy dimensions, teachers display teaching autonomy the most, professional development autonomy the least. The dimensions of the school climate explain 8% of general teacher autonomy. Supportive and directive principal behaviours are the significant predictors of the general teacher autonomy.

This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development.

No abstract

The purpose of this study was to investigate the relationships between student achievement, income distributions and education expenditures in the member countries of Organisation for Economic Cooperation and Development (OECD). The study was based on literature review and its data were gathered from OECD sources to a large extent. In the study, current student achievements of the member countries were expressed with PISA 2015 scores. The study revealed that income inequality was one of the variables influencing the PISA achievements of the students. However, it was remarkable that some countries whose income inequality scores were above OECD average were also successful in PISA 2015. In this regard, the study also evaluated how OECD countries distributed their educational resources, how efficient they were in using these resources on education, their ratios of public and private expenditures on education, and annual expenditure on education per-student. It was finally concluded that student achievements of OECD countries in PISA was related to the just and efficient use of educational resources rather than the amount of educational resources allocated.

The purpose of this study was to find out the relationship between teachers' structural and psychological empowerment and their autonomy. This study was designed in the survey model. The research population consisted of teachers working at elementary, lower and upper secondary schools in the Menteşe district of Muğla city, Turkey. The sample of the study consisted of 325 teachers selected by using disproportionate cluster sampling technique. The Teacher Structural Empowerment Scale, Psychological Empowerment Scale, and Teacher Autonomy Scale were used as the data collection instruments. Descriptive statistics, t-test, ANOVA, and hierarchical regression analysis were used to analyze the data. According to the results of the research, teachers' structural empowerment was above medium level. Teachers had a high level of psychological empowerment and of general autonomy. Structural empowerment explained 47% of teacher autonomy on its own. Including psychological empowerment, it provided a 6% contribution to the model. Autonomy-supportive environment, facilitative school environment, and participatory decision-making environment dimensions of structural empowerment, together with individual empowerment and relational empowerment of psychological empowerment were found to be the meaningful predictors of teacher autonomy.