The aim of this research is to reveal the ideas of teachers serving in high schools regarding the factors that affect students’ academic achievement. For this purpose, the aim is to investigate and reveal in depth the thoughts of teachers serving in high schools. The research was designed with the case study type of qualitative research method. The study group of this research consists of 11 female, 9 male branch teachers employed in high schools. The participants’ professional experience ranged from 1 to 13 years. The participant group consisted of 5 Turkish language and literature teachers, 5 mathematics teachers, 3 English teachers, 2 history teachers, 1 biology teacher, 1 information technology teacher, 1 chemistry teacher, 1 physics teacher and 1 physical education teacher. The study group was determined with the criterion sampling type of purposive sampling method. The criteria determined for this research were that teachers should be working in high schools, be branch teachers and be serving in schools in the province and district. According to the research findings family education level effects students’ academic success in terms of academic support, being a role model, concern, intellectual and motivation dimensions; school’s physical conditions effects students’ academic success in terms of learning, motivation and creativity; School Management effects students’ academic success in terms of operation and attitude. School Environment effects students’ academic success in terms of motivation, social effects and socio-economic effects. Teacher effects students’ academic success in terms professional competence, being a role model, communication, attitude, motivation and guidance.
This research aims to examine prospective teachers’ digital literacy levels and mobile learning attitudes. A correlational survey method was used to design the research. In addition, whether the digital literacy levels and mobile learning attitudes of prospective teachers differed significantly according to the variables of gender, grade level, department and mobile application usage time was examined. The research was carried out with 443 prospective teachers studying at the education faculty of a state university. The prospective teachers in the research were studying at the 1st, 2nd, 3rd and 4th grade levels and in 10 different departments. The research data were collected in the digital environment and the participants were determined by the maximum variation sampling method. The research data were collected by using a digital literacy level scale and mobile learning attitude scale. In addition, gender, grade level, department and mobile application usage time variables were used. According to the research results, prospective teachers’ digital literacy levels and mobile learning attitudes were at a moderate level and there was a positive and significant relationship between them. In addition, the digital literacy levels of prospective teachers explained 34% of their mobile learning attitudes. The digital literacy levels of prospective teachers significantly differed according to the gender, grade level and department variables and mobile learning attitudes significantly differed according to the department variable.
The aim of this study is to reveal high school teachers’ self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the “Teacher Self-Efficacy Belief Scale” was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
Bu araştırma 2019-2020 eğitim-öğretim yılında Millî Eğitim Bakanlığı tarafından Türkiye’de ilk kez başlanan ara tatil uygulamasını öğretmen görüşlerine göre incelemeyi amaçlamaktadır. Araştırmanın etik onayı Nevşehir Hacı Bektaş Veli Üniversitesi etik kurulunun 2020.08.55 sayılı kararı ile alınmıştır. Araştırma nitel araştırma yöntemlerinden durum çalışması modeli ile yapılmıştır ve bu amaçla veriler yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma ilkokul, ortaokul ve lise düzeyinde çalışmakta olan 22 öğretmen katılımcı ile gerçekleştirilmiştir. Araştırmada katılımcılardan ara tatil uygulamasının öğrencinin akademik başarısına ve motivasyonuna katkısı ile öğretmenin mesleki gelişimine ve motivasyonu katkısına yönelik görüşleri alınmıştır. Elde edilen bulgular dört temada toplanmıştır. Araştırma bulgularına göre ara tatil sürecinde öğrencilerin akademik açıdan derslerini tekrar yapma fırsatı bulduğu, hazırlıklarını tamamladığı ve eksiklerini giderdiği, dinlendikleri, okula istek duydukları, sosyal etkinliklere katıldıkları ve zamanı değerlendirme fırsatı elde ettikleri ortaya çıkmıştır. Aynı süreçte öğretmenlerin mesleki etkinlik, sosyal etkinlik, dinlenme, değerlendirme ve planların gözden geçirilmesi fırsatları buldukları, seminer ve eğitimlere katıldıkları, fikir alışverişinde bulundukları, değerlendirme, eksikleri giderme fırsatı buldukları ortaya çıkmıştır. Araştırma sonuçları ara tatil uygulamasının öğrenciler ve öğretmenler açısından gelişimlerine destek olduğu, akademik ve mesleki başarıya katkı sağladığı, dinlendirdiği, sosyalleştiği sonucunu ortaya çıkarmaktadır.
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