This study aimed to find out how frequently teachers at compulsory-education level school – primary and junior high schools – perceived that they would adopt various leadership styles in their schools if they were the principal and if this frequency was gender related. Data were collected from 321 teachers from compulsory-education schools by means of the Leadership Questionnaire (Bowers & Seashore, 1966) measuring four leadership styles – support, interaction facilitation, goal emphasis, and work facilitation. The questionnaire was translated and reliability analyses for teachers in Turkey were carried out. On average the teachers scored at a very high level for leadership style in goal emphasis; and at a high level in interaction facilitation, support and work facilitation. The highest score was for goal emphasis, the lowest for work facilitation. Men scored at higher levels than women did in all leadership styles. Suggestions are made about what should be done to achieve effective leadership in schools, to help teachers have a positive approach to more participative leadership styles, and to remove gender inequity among school principals and leaders.
The four paradigms of 'radical structuralist', 'funcionalist', 'interpretive' and 'radical humanist' (Burrel &Morgan, 1979) andHabermas's (1987) theory of knowledge-constitutive interests have solid philosophical positions to guide the designs of MMR in social sciences. Research nature and social phenomena can be mainly analyzed based on objective and subjective perspectives. After discussing the application of four paradigms and Habermas's theory of knowledge-constitutive interests of technical, hermeneutic and emancipatory into MMR, it was understood that the functionalist paradigm based on post-positivism and technical interest was very compatible with most quantitative strand of MMR. The interpretive paradigm based on post-modernism and hermeneutic interest is well suited to most of the qualitative strand of MMR. However, the umbrella philosophy of mixed methods studies is pragmatism. From the perspective of the radical humanist paradigm based on postmodernism and emancipatory interest, it is highly applicable to participatory action research, emancipatory action research and mixed typed transformative design and radical structuralist paradigm based on positivism and technical interest is very suitable with technical action research, mixed typed embedded design. However, some research designs include two paradigms; for example, mixed convergent parallel, mixed multi-phase design and mixed embedded design.
The aim of this study is to present a learning package which provides the necessary knowledge and attitudinal information, and practice opportunities based on SCID (Systematic Curriculum and Instructional Development) for the task of developing a Mixed Methods Research (MMR) correctly. SCID-MMR (Systematic Curriculum and Instructional Development for Mixed methods Research) is a learning package for guidance of a mixed methods research. This learning package is organized based on three enabling objectives: practice writing methodology of MMR data, practice analyzing MM data and practice discussing and concluding results of MMR data. To achieve those three enabling objectives , a learner should follow the steps of learning activities consisting of information sheet with samples of author's and others' quantitative, qualitative and MMR articles published in various journals, self-check model questions and answers, and practice exercises in addition to final performance test and standards.
The purpose of this study is to explore the perspectives of international nursing students in Turkey on their learning experience. Design and Methods: Qualitative semi-structured individual interviews and focus group interviews were used to explore nursing students' perspectives on their learning experiences in Turkey. The research population comprised 10 international students. Results: The students expressed fear of being rejected by patients in a clinical setting, as well as feelings of isolation and discrimination. They feel foreign and experience the typical prejudice against their color and language. Practice Implications: Educators should take language and cultural differences into consideration and should listen to international students regarding education methods. Teachers of international students, both academic and clinical, need to be cognizant of the "otherness" of international students.
ÖzToplumu meydana getiren bireylerin hızla gelişen çağın ihtiyaçları doğrultusunda nitelikli bir şekilde yetiştirilmesi sunulan eğitime bağlıdır. Tüm dünyayı saran Covid-19 salgının Türkiye'de de baş göstermesi üzerine okullarda yüz yüze eğitime ara verilmiştir. Ülkemizde yüz yüze eğitimden uzak kalan öğrencilerin eğitim gereksinimlerini karşılamak amacıyla uzaktan eğitim sürecine geçilmiştir. Uzaktan eğitimin, öğrenci ve öğretmeni eğitim sürecinde aksaklıklara meydan vermeden birleştirmesi ve süreçten uzaklaştırmaması gerekmektedir. Örgün eğitime ara verilmesi ve eğitimin tümü ile uzaktan eğitime dönüşmesi durumu eğitim sistemine yeni bir boyut kazandırmıştır. Bu nedenle Uzaktan Eğitim Uygulamalarının iyileştirilmesi ve etkin hale getirilmesi için daha fazla araştırma gerekmektedir. Bu araştırma ile EBA üzerinden gerçekleştirilen uzaktan eğitim sürecinin yönetici ve öğretmen görüşleri ile değerlendirilmesi hedeflenmiştir. Araştırmada nitel araştırma etiğine uygun bir şekilde hazırlanmış görüşme formları kullanılarak katılımcıların senkron uzaktan eğitime dair görüşleri alınmış, daha sonra görüşme formları üzerinden fenemoloji yaklaşım ile cevaplar analiz edilmiştir. Araştırma 2020-2021 öğretim yılında Antalya Kemer İlçesinde bulunan İlkokullarda gerçekleşmiştir. Uzaktan eğitim sürecinin olumlu ve olumsuz yönleri yönetici ve öğretmenlerin görüşleri ile ortaya konulmuş olup sürecin eğitimde veli iletişimini arttırdığı görüşü tespit edilmiştir. Bu çalışmanın ortaya koyduğu sonuçlara göre tüm öğrencilerin uzaktan eğitim sürecine dâhil olamaması ve sistemin başlarda gerekli altyapıya sahip olmaması sorunların başında gelmektedir. Eğitimde fırsat eşitliği sağlanması için bütün öğrencilere EBA erişiminin sağlanması gerektiği, eğitimcilerin daha fazla hizmet içi eğitimlere alınması gerektiği vurgulanmıştır. Katılımcıların görüşleri göz önünde bulundurularak uzaktan eğitim sisteminde gerekli alt yapının oluşturulması ve fırsat eşitliğinin sağlanmasıyla eğitim sürecinin okul ve öğrenci başarısını arttıracağı, eğitim gereksinimini karşılayacağı kanısına varılmıştır.
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