ÖZBu araştırma uzaktan eğitim sürecinde öğretmenlerin örgütsel muhalefet ve örgütsel yalnızlık algı düzeylerini belirlemek amacıyla gerçekleştirilmiştir. Öğretmenlerin görüşlerinin cinsiyet, mezun olunan fakülte, öğrenim durumu, branş, yaş ve mesleki kıdem değişkenleri açısından anlamlı farklılık gösterip göstermediği belirlenmeye çalışılmıştır. Bu kapsamda araştırma modeli olarak genel tarama modeli tercih edilmiştir. Araştırmanın evrenini Sakarya ilinde görev yapan öğretmenler oluşturmaktadır. Araştırmanın örneklemi tesadüfi olmayan örnekleme yöntemlerinden kolayda örnekleme yöntemi kullanılarak toplam 192 öğretmen oluşturmaktadır. Veri toplamak için Örgütsel Muhalefet Ölçeği ve İş Yaşamında Yalnızlık Ölçeği kullanılmıştır. Toplanan veriler üzerinden betimsel istatistikler yapılmıştır. Yapılan araştırma neticesinde; uzaktan eğitim sürecinde öğretmenlerin örgütsel muhalefet algıları cinsiyet ve mezun olunan fakülte değişkenlerine göre anlamlı farklılık göstermezken, mezuniyet durumu değişkenine göre anlamlı farklılık gösterdiği, lisansüstü mezunu öğretmenlerin örgütsel muhalefet algılarının lisans mezunu öğretmenlere göre daha düşük düzeyde olduğu tespit edilmiştir. Öğretmenlerin örgütsel yalnızlık algılarının cinsiyet, mezuniyet durumu, mezun olunan fakülte, branş ve mesleki kıdem değişkenlerine göre anlamlı farklılık göstermediği, öğretmenlerin örgütsel muhalefet algıları ile örgütsel yalnızlık algıları arasında pozitif yönde ve orta düzeyde bir ilişki olduğu, örgütsel muhalefetin örgütsel yalnızlığın anlamlı bir yordayıcısı olduğu saptanmıştır. Araştırma neticesinde öğretmenlerin örgütsel muhalefet davranışlarının ve örgütsel yalnızlık sebeplerinin özellikle uzaktan eğitim sürecinde daha iyi anlaşılması açısından nitel araştırmalarla desteklenmesinin önemi vurgulanmıştır.

Assessing students' views on school quality of life is guiding in improving and securing the quality of school education, but it is thought to provide a basis for improving the quality of education. In this context, it is aimed to develop a valid and reliable measurement tool for the quality of school life of students who study at primary education (primary-secondary) level. The study category is obtained from 6700 students who study at primary and secondary school levels in the 2019-2020 academic year in Malatya. For validity studies, exploratory and confirmatory factor analyses were carried out, and also itemtotal correlations were estimated. For reliability studies, Cronbach Alpha internal consistency coefficient and test-retest correlation coefficients were estimated using the relevant software. Exploratory factor analysis using promax rotation yielded the presence of three components with fifteen items. Factor loadings of the items range between ".533" and ".816". Extracted one factor explained 64.887 % of total variance. After these stages, whether three structures of the scale is appropriate or not was examined by confirmatory factor analysis. Goodness of fit indexes (CMIN=451.298, df=82, RMSEA=0.038, GFI=0.980, AGFI= 0.97, CFI=0.99, NFI=0.98, IFI=0.99, RMR=0.025) indicated that the construct validity of the scale has been provided. Cronbach Alpha coefficient of the scale was obtained ".921". The analysis of the test-retest scores gathered from 300 students for three week intervals revealed the score of ".827" indicating the instrument is reliable over time. The results of the analysis show that the School Happiness-Life (OMY) Scale is a valid and reliable scale.

The recent researches, some of the teachers have difficulty in managing the classroom. For this reason, it is thought that a significant number of teacher candidates who come to the graduation stage are concerns about classroom management. In this context, it is aimed to develop a valid and reliable measurement tool to determine the opinions of prospective teachers on classroom management concerns. The data of the study were collected from 363 teacher candidates in Malatya Inonu University, who were studying in the last year of the Faculty of Education in the 2018-2019 academic year and who took formation training and volunteered to participate in the research. For validity studies, exploratory and confirmatory factor analyses were carried out, and also item-total correlations and upper-lower mean differences were estimated. For reliability studies, Cronbach Alpha internal consistency coefficient and test-retest correlation coefficients were estimated using the relevant software. Exploratory factor analysis using promax rotation yielded the presence of three components with twenty third items. Factor loadings of the items range between ".449" and ".828". Extracted one factor explained 65.835 % of total variance. After these stages, whether three structures of the scale is appropriate or not was examined by confirmatory factor analysis. Goodness of fit indexes (CMIN=449.78, df=221, RMSEA=0.053, GFI=0.91, AGFI= 0.88, CFI=0.96, NFI=0.93, IFI=0.96, RMR=0.044 )indicated that the construct validity of the scale has been provided. Cronbach Alpha coefficient of the scale was obtained ".960". The analysis of the test-retest scores gathered from 30teacher candidates for three week intervals revealed the score of ".827" indicating the instrument is reliable over time. Findings obtained from the reliability and validity studies showed that validity and reliability of the scale were at a sufficient level.

<p>İn the last century we live in, technological developments are advancing faster than ever, and the world is changing irresistibly. With the Covid-19 epidemic, this change has moved to a very different dimension. Especially today, the pandemic conditions of the whole world have increased the importance of distance education by directing education to the digital field. The aim of this study is to examine the views of education faculty students towards distance education. This research, which aims to examine the views of education faculty students on distance education, is a quantitative method and causal comparison model research. The study population of the research consists of İnönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. While determining the stratum, the gender variable was taken as a basis. The data of the research were collected with the “Distance Education Evaluation Scale”. The obtained data were subjected to independent groups t-test, one-way ANOVA and descriptive statistics tests. According to the research findings, students preferred distance education to face-to-face education. In addition, in terms of the efficiency of the distance education process, it is important to use computers and students to have their own rooms.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0793/a.php" alt="Hit counter" /></p>

This research was carried out to determine teachers' readiness for organizational change and organizational dissent perception levels in the distance education process. Determining whether the opinions of the teachers differ according to the variables of gender, marital status, education level and professional seniority were taken as the sub-objectives of the research and the opinions of the teachers were tried to be evaluated according to these independent variables. General survey model was used in this study. The universe of the research consists of teachers working in the central İpekyolu district of Van province. The sample of the study, on the other hand, consists of 231 teachers selected from different branches by stratified sampling from the universe. "Readiness for Organizational Change Scale" and "Organizational Dissent Scale" were used to collect data. In addition, a "Personal Information Form" consisting of four items (gender, marital status, education level and professional seniority) was used about teachers' personal information. Descriptive statistics were made on the collected data. As a result of the research; It was found that teachers' organizational change readiness and organizational dissent perception levels were moderate, teachers' perceptions of organizational change readiness differed significantly according to their gender and professional seniority, and did not differ significantly according to their marital status and graduation levels. In addition, it was found that there was a high level of positive and significant relationship between teachers' readiness for organizational change and their perceptions of organizational dissent, and a moderate positive and significant relationship between readiness for organizational change and their perception of vertical dissent; It was found that there is a high level of positive and significant relationship between readiness for organizational change and the perception of horizontal dissent. The importance of supporting teachers with qualitative studies was emphasized in order to better understand the changes they experienced and the causes of organizational dissent behaviors, especially in the distance education process.