The purpose of this study is to determine the level of relation between pre-service teachers' university image perception and student loyalty. This research is designed as correlational survey model. University image scale and student loyalty scale are used in this study. Study group consists of 419 pre-service teachers studying at a state university in Turkey who were determined by simple random sampling method. The relations between student loyalty and university image are examined by Pearson correlation coefficients. Structural equation model is constituted to determine whether pre-service teachers' university image perceptions predict university loyalty. According to the descriptive analysis result, pre-service teachers' university image perception related to their universities is at highest level towards quality image and at lowest level towards pleasure image. Besides, among pre-service teachers' student loyalty levels, identification dimension has the highest level compared with self-commitment and determination dimensions. According to the correlation analysis among research variables, moderate level and positive relations are determined among university image perception and student loyalty variables. Path analysis results explain that university image significantly predicts organizational identification, determination and commitment dimensions of student loyalty: the most predicted dimension is commitment and the lowest predicted dimension is organizational identification.
The aim of this study is to examine classroom management competence level and investigate the factors that predict this level among students studying at faculty of education. This study is a quantitative study designed as a survey model. The study group of this research consists of 405 faculty of education students. Ordinal logistic regression analysis was used to analyze the data. According to research results, faculty of education students have a high level of (3.66) classroom management competence. In addition, the group who committed violence before has 0.63 times higher classroom management competence than the group who did not commit violence. The group piling up books has 2.40 times higher classroom management competence than the group who does not. Classroom management competence is 3 times higher in the group who evaluates themselves as a successful teacher. It was confirmed that the group who evaluates themselves successful at courses has 1.67 times higher classroom management competence.
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