This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low. It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.
The aim of this study is to examine the educational evaluation and diagnosis process of individuals with autism spectrum disorder (ASD). This study, which was implemented in the Guidance and Research Center (GRC) in Dulkadiroglu District of Kahramanmaras in 2019, was carried out with participants consisting of two administrators, seven teachers and seven parents with children with ASD. The research adopts the phenomenological approach, which is one of the qualitative research methods. Interview techniques were used in accordance with this model. The findings obtained from the data analyzed with content analysis were explained with six themes as medical diagnosis, ambient, personnel competence, measurement tools, individuals with ASD and parents. Difficulties in the evaluation process of children with ASD in GRC are stated as evaluation based on medical diagnosis, lack of diagnostic authority of GRCs, not communicating with individuals with ASD before evaluation, uniform assessment environment, instant evaluation. In addition, it was stated that the inexperience of the staff about ASD and the insufficient knowledge of using measurement tools negatively affected the evaluation process. The suggestions of the participants to improve the process were not to make evaluations based on medical diagnosis, to communicate with individuals with ASD before the evaluation, to diversify the evaluation environments and to extend the time, and to enrich the observations with various environments. Increasing personnel competence with in-service training, planning in undergraduate programs, developing a measurement tool for individuals with ASD, shortening the waiting period for families and facilitating appointment were among the suggestions.
<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>
<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>
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