In this study, it was aimed to examine the postgraduate theses and articles on ethical leadership in Turkey by gathering them through the document analysis method and by using content analysis. In this direction, all of the postgraduate theses and articles that can be accessed in the electronic environment as a full-text were included in the scope of the study. As a result of the research, it was determined that 96 postgraduate theses and 33 articles were conducted in Turkey from 2006-2018 (April) on ethical leadership, and the majority of the theses are master's theses. It was identified that in the research studies the quantitative method was preferred to a large extent and in the majority of them; the surveys and scales were used as data collection tools. It was determined that sampling method, sampling calculation, validity and reliability analyses were underestimated. The developed scales were used in almost all of the research studies, and similar studies with similar analysis were included in the literature. As a result, the level of contributions made by the studies conducted on ethical leadership to the literature from the scientific perspective is open to discussion.
ÖZ: Bu çalışmanın amacı, öğretmenlerin mobbing, örgütsel adalet ve örgütsel sessizlik algıları arasındaki ilişkileri inceleyerek söz konusu değişkenlerin birbirlerini yordama güçlerinin belirlenmesidir. Araştırmada kişisel bilgiler formu dışında Ehi (2011) mobbing ölçeği, Gürpınar (2006) örgütsel adalet ölçeği ve Erdoğan (2011)'ın örgütsel sessizlik ölçeği kullanılmıştır. Araştırmaya, 2016-2017 eğitim-öğretim yılında 842 öğretmen gönüllü olarak katılmıştır. Araştırma öğretmenlerin mobbing davranışının tüm boyutlarında düşük düzeyde algıya sahip oldukları; bu boyutlarda yüksek örgütsel adalet algısına sahip oldukları; savunma amaçlı seslilik ve sessizlikle kabul edilen sessizlik düzeylerinin düşük; örgüt yararına seslilik ve sessizlik düzeylerinin ise yüksek, kabul edilen seslilik ve genel örgütsel sessizlik düzeylerinin orta düzeyde olduğu saptanmıştır. Araştırmada mobbingin adalet ve örgütsel sessizlik üzerinde, örgütsel adaletin de örgütsel sessizlik üzerinde anlamlı etkilerinin olduğu görülmüştür. Diğer yandan öğretmenlerin mobbing algı düzeylerinin yükselmesinin örgütsel adalet algılarını düşürdüğü, örgütsel sessizlik düzeylerini artırdığı, örgütsel adalet algılarının düşük düzeyde olmasının ise örgütsel sessizlik düzeylerini artırdığı sonucuna ulaşılmıştır. Öğretmenlerin mevcut mobbing, örgütsel adalet ve örgütsel sessizlik düzeylerine ilişkin ulaşılan olumlu sonuçların korunarak geliştirilmesine yönelik öneriler getirilmiştir. Anahtar sözcükler: mobbing, örgütsel adalet, örgütsel sessizlik, nicel araştırma ABSTRACT: The aim of this study states that interrelatedness of teachers' perceptions of mobbing, organizational justice, and organizational silence and that variable regression analysis each other. In the study, the form of demographic information, Ehi (2011) mobbing scale, Gürpınar (2006) organizational justice scale and Erdoğan (2011) organizational silence scale have been used. In 2016-2017 educational years, 842 teachers have taken part in the study. It has been found that teachers in the study have low-level mobbing perception in all dimensions and they have high level organizational justice perception in all dimensions. Also, they have low level defensive soundness, silence and accepted silence level; they have high level soundness and silence for the organization weal; they have midlevel accepted silence and general organizational silence level. In the study, it has been obtained that mobbing has meaningful effect on organizational justice and organizational silence level and organizational justice has meaningful effect on organizational silence level. It has been concluded that increasing of the teachers' mobbing perception reduce organizational justice perception; increases organizational silence level. Also, decreasing organizational justice perception causes to increase organizational silence level. Suggestions have been made for preserving and improving the positive results of the teachers' current mobbing, organizational justice and organizational silence levels.
The purpose of this study is to identify servant leadership and ethical leadership behaviors of administrators and the prediction power of these behaviors on teachers'
The aim of this research is to specify the views of school administrators views related to in-service training activities. In this research, semi-structured interview method, one of the qualitative research methods, has been used. Content analysis has been used in order to analyze the interview data and themes and sub-themes have been constituted. The target population of the research is consisted of 20 school administrators working in the city centre of Eskişehir having joined in-service training activities in 2012-2013 academic years. It has been seen at the end of the research that the school administrators, within the scope of developing their skills, occupational development and performance and developing motivation, increasing their awareness and knowledge level with regard to the current legislation and changes in the regulations. It is concluded that school administrators have different views with regard to in-service training in the themes such as type of participation, aims of participation, durations of in-service training programs, time of in-service training program, evaluation of training program.
Araştırmanın amacı, Anadolu liselerinde görev yapan öğretmenlerin meslek etiğine ilişkin görüşlerini ortaya koymaktır. Nitel araştırma yöntemlerinden görüşme tekniğine başvurulmuştur. Yapılan görüşmelerde not alma tekniği kullanılmıştır. Veriler, içerik analizine göre kodlanarak tema ve alt temalar oluşturulmuştur. Araştırma sonucunda, öğretmenlerin etik ilkeler konusunda bilgi sahibi oldukları ve etik ilkelere uygun davrandıkları görülmüştür. Öğretmenler öğrenci, veli, meslektaş sorumluluklarını bilmektedirler. Öğretmenler, etik karar verme konusunda, etik ilkeler, tecrübe desteği ve altın kuralı önemsemektedirler. Genel olarak öğretmen meslek etiğine ilişkin kadın öğretmenler erkek öğretmenlerden daha duyarlıdır.
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