In this research, it is aimed to study the correlations between perceived supervisor supports (PSS), organizational identification (OI), organizational citizenship behavior (OCB), and burnout of teachers. The research was conducted from the perspective of social change and identity theories. " developed by Pines were used. The correlations betwee n variables are tested with the structural equation model. According to the results, PSS positively affects the OI and OCB and negatively affects the burnout. OI positively affects the organizational citizenship behavior and negatively affects the burnout. OI pl ays a partial mediation role in the correlation between PSS of teachers and their OCB and burnout level. The results contribute to the inte gration of social change and social identity theories in description of organizational behavior.

Öz: Bu çalışmada, öğretmen görüşlerine göre okul müdürlerinin iletişim becerileri ile öğretmenlerin genel ve örgütsel sinizm tutumları arasındaki ilişkilerin incelenmesi amaçlanmıştır. Araştırmanın evrenini, 2014-2015 eğitim öğretim yılı, Giresun il merkezinde MEB'e bağlı okullarda çalışan 1206 öğretmen oluşturmaktadır. Araştırmada,Wiemann (1977) tarafından geliştirilen "İletişim Becerileri Ölçeği", Brandes, Dharwadkar ve Dean (1999) tarafından geliştirilen "Örgütsel Sinizm Ölçeği" ve Wrightsman (1992) tarafından geliştirilen "Genel Sinizm Ölçeği" kullanılmıştır. Verilerin analizinde yüzde, frekans, aritmetik ortalama, standart sapma, korelasyon ve regresyon analizleri kullanılmıştır. Öğretmen görüşlerine göre okul müdürlerin iletişim becerileri, "iyi" düzeydedir. Araştırma sonuçlarına göre, öğretmenlerin genel sinizm düzeyleri "kararsızım" aralığında orta düzeyde bulunmuştur. Öğretmenlerin duyuşsal, davranışsal boyut ve alt boyutlar toplamında örgütsel sinizm düzeyleri "katılmıyorum" aralığında düşük düzeyde, bilişsel boyutta ise "kısmen katılıyorum" aralığında orta düzeyde bulunmuştur. Öğretmenlerin genel sinizm tutumları ile örgütsel sinizm tutumları arasında düşük düzeyde potizif yönde bir ilişki bulunmaktadır. Ayrıca; öğretmenlerin okul müdürlerinin iletişim becerilerine ilişkin görüşleri ile örgütsel sinizm tutumları arasında orta düzeyde negatif yönde anlamlı bir ilişki olduğu tespit edilmiştir. Öğretmenlerin okul müdürlerinin iletişim becerilerine ilişkin görüşleri ile öğretmenlerin genel sinizm tutumları arasında düşük düzeyde negatif yönde anlamlı bir ilişki bulunmaktadır. Anahtar Kelimeler: Okul müdürü, iletişim, öğretmen, örgütsel sinizm.Abstract: : In this study, it is aimed to investigate the relationship between school principals' communication skills and teachers' general and organizational cynicism attitudes according to perceptions of teachers. The population of the research consisted of 1206 teachers working at schools under the Ministry of Education in Giresun Province at 2014-2015 academic year. "Communication Skills Scale" developed by Wiemann (1977), "Organizational Cynicism Scale" developed by Brandes, Dharwadkar and Dean (1999), and "General Cynicism Scale" developed by Wrightsman (1992) were used in the study. Percentage, frequency, arithmetic mean, standard deviation, correlation analysis, regression analysis were used for data analysis. According to teachers' views, communication skills of school principals are "good" level. According to research results; the level of general cynicism of teachers was found "undecided" in the moderate range. Organizational cynicism levels of teachers at affective, behavioral dimensions and the total of all sub-dimensions were found "disagree" in low range, and at the cognitive dimension it was found "somewhat agree" at moderate level. There is a positive relationship at low level between teachers' attitudes of general cynicism and organizational cynicism. In addition, it has been found that there is a significant negative relationship at moderate lev...

Öz Bu araştırmanın temel amacı, öğretmenlerin algıladıkları örgütsel destek ile duygusal bağlılık ve

The main purpose of this study is to examine the relationship between teachers' perceptions of supervisor support and job performances and the mediating role of job satisfaction in this relationship. The study group consists of 206 teachers working in the public high schools in the Giresun province centre during the 2016-2017 academic year. The study group has been determined by simple randomized sampling method. In the study, the effect of teachers' supervisor support perceptions on job performance and the mediating role of job satisfaction have been tested by forming a structural equation model. According to the results, there is a positive linear relationship between supervisor support, job performance and job satisfaction and job satisfaction has a full mediating role between supervisor support and job performance.

This paper examines the relationships between teachers' communicative skills and students' attention in the class. Group of the study covers 336 high school students enrolled in state schools in Tirebolu, Giresun in the 2015-16 academic years. In order to reveal the students' attention Mazer's (2013) 'Student Interest and Engagement Scale' has been used; moreover, teachers' communicative skills were determined via 'Communicative Skills Assessment Scale' developed by Karagoz and Kosterelioglu (2008). Analyzing the data, median, standard deviation, t test, ANOVA, correlation analysis and structural equation modeling techniques were applied. According to research findings; the communication skills of the teachers differ significantly according to the variables of the students' gender, academic achievement and school type. While the students' lectures differ significantly according to gender variables, they do not differ significantly according to the academic achievement and school type variables. According to the results; there is a positive relationship between the teachers 'communication skills and the students' interest in the lesson, and as the communication skills of the teachers increase, the interest of the students also increases. In addition, the communication skills of teachers influence the students' attitudes towards teaching. Teachers can exhibit more effective communication skills in order to increase the students'