Academic incentive allowance is a new practice began to be paid to academic staff working at the universities since 2016. In this study, it was aimed to examine the opinions of scholars about academic incentive allowance by content analysis method and 50 faculty members consulted. Most of the academicians who participated in the study (38) stated that they found the academic incentive allowance beneficial, but 8 are not useful, 3 find partial useful and 1 has no knowledge. Academic incentive allowance was found to be beneficial because it encourages academicians to scientific work, rewards and motivates the producing academicians, funds academicians financially, increases the number of academic publications, and diversifies academicians' publications. However, academics have pointed out that the application of academic incentive can cause the fall in the quality of academic studies and ethical dilemmas can be experienced. Moreover, in the study, opinions and suggestions about the academic incentive allowance scoring system were taken from the academicians. Academicians want the quality of academic incentives not to be ignored and to increase the supervision in the application of academic incentives.
This study investigates the relationship between students' perception of school climate and their adherence to humanitarian values. To this end, the study group consisted of 1094 students in 21 secondary schools in Elazığ province of Turkey. The "School Climate Scale," developed by Çalık and Kurt [1], and the "Humanitarian Values Scale," developed by Dilmaç [2], were used to collect data. The findings of the study indicated that female students have a higher level of adherence to humanitarian values. In addition, it was found that school activities towards values education have a significant effect on adherence to humanitarian values. It was concluded that teacher support, success orientation and safe learning environment-positive peer interactions, which are important components of positive school climate, positively affect adolescents' adherence to humanitarian values. In parallel with these findings, some recommendations were made, which can be applied to the building school environment for practitioners.
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