This study examines free time management and communication skills as the predictors of university students’ motivation. The study sample includes 610 undergraduate students in a variety of programs. Of the 610 students, 441 are female, 169 are male, and the mean age is 20.1 years. Their GPA averages range from 1.83 to 3.96 on a 4.0 scale. Data collection tools included three instruments. The relationship between university students' communication skills, free time management, and motivation levels are determined using correlation analysis and multiple regression analysis. The findings show that there are positive and meaningful relationships between students' motivation and the subscales of communication skills and free time management. These subscales include goal setting and technique, free time attitude, scheduling, evaluating, respect, ability of expression, desire, democratic attitude, value, and obstacles. In addition, a regression analysis shows that students’ motivation is predicted by their free time management and communication skills.
ÖZETBu araştırmanın amacı ücretli öğretmenlerin algılarına göre ilkokul yöneticilerinin örgütsel adalet algıları ve örgütsel güven düzeyleri ile yıldırma davranışları arasındaki ilişkiyi incelemektir. Araştırmanın çalışma evrenini daha önce ücretli öğretmenlik yapmış olan pedagojik formasyon öğrencileri oluşturmaktadır. Çalışmaya Bülent Ecevit Üniversitesinden (Zonguldak) 502 ücretli öğretmen seçkisiz olmayan (non-random) örneklem yöntemlerinden tabakalı örneklem yöntemiyle belirlenmiştir. Betimsel tarama modelinde yapılan araştırmada verilerin toplanması için Örgütsel Adalet, Örgütsel Güven ve Olumsuz Davranış Ölçekleri kullanılmıştır. Çalışmadaki verilerin araştırma sorularına göre analiz edilebilmesi için t-testi, ANOVA, Pearson korelasyonu ve regresyon analizleri kullanılmıştır. Araştırma sonucunda erkek katılımcılar ile kadın katılımcıların algılarına göre okul yöneticilerinin sadece örgütsel adalet davranışlarında anlamlı bir farklılık görülmüştür. Katılımcıların algıları kıdeme göre incelendiğinde okul yöneticilerinin örgütsel adalet ile yıldırma davranışlarında anlamlı farklar bulunmuştur. Bulgulara göre ayrıca ücretli öğretmenlerin algılarına göre örgütsel adalet ve örgütsel güven ile örgütsel adalet ve yıldırma arasında anlamlı bir ilişki bulunmamıştır. Örgütsel güven ile yıldırma arasında ise negatif yönde ve düşük değerde anlamlı bir ilişki bulunmuştur. Anahtar Kelimeler: Örgütsel adalet, örgütsel güven, yıldırma, ücretli öğretmenler THE RELATION AMONG PRIMARY SCHOOL ADMINISTRATORS' ORGANIZATIONAL JUSTICE, ORGANIZATIONAL TRUST, AND MOBBING ATTITUDES BASED ON THE PERCEPTIONS OF SUBSTITUTE TEACHERS ABSTRACTThe goal of this study was to determine the level of organizational justice, organizational trust, and mobbing behaviors of primary school administrators based on the perceptions of substitute teachers. The participants of the study were selected using layered sampling method and included 502 substitute teachers studying to receive their teaching certificates in pedagogical proficiency classes at Bulent Ecevit University in Zonguldak. There were three instruments in the study: Organizational Justice Scale, Organizational Trust Scale, and Negative Acts Questionnaire. The data were analyzed according to the research questions using independent samples t-test, analysis of variance (ANOVA), Pearson's correlation and simple linear regression analysis. The findings showed that based on the genders of substitute teachers, there was a significant difference only on organizational justice behaviors of primary school administrators. Based on the years of experience of substitute teachers, there were significant differences on organizational justice and mobbing behaviors of primary school administrators. The results also showed that there was a negative and a significant relationship between organizational trust and mobbing behaviors at a lower rate.
High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking abilities of high school teachers and the relationships between classroom manangement skills and critical thinking abilities. A total of 212 high school teachers from Ankara, Turkey participated in the study. Data collection tools included two instruments: The Classroom Management Ability Scale (CMAS) and the California Critical Thinking Disposition Inventory (CCTDI). The results of the study indicated that teachers had positive beliefs about their classroom management skills critical thinking abilities. However, the findings also showed that there were not any significant relationships between classroom management skills and critical thinking abilities of high school teachers.
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