Due to the nature of organizations, every organization have certain goals that are need to be realized. It can be said that realization of organizational goals effectively, will be ensure easier by highly motivated individuals. Validity of this situation is acceptable for educational organizations that have an important goal as educating individuals who will shape the future of society. Therefore, to achieve the goals of educational organizations; motivation of education employees like inspectors, school administrators and especially teachers is a point to be considered. In this study which will be prepared using literature review, motivation theories take place on working life and scientific studies in educational field abut motivational theories will be mentioned. And in the light of these informations the importance of motivation theories in terms of education systems will be discussed.
This study aimed to investigate the relationship between democratic classroom management attitudes of teachers and critical thinking dispositions of students. The study group consisted of 530 students from public high schools located in Altındağ district of the province of Ankara. The data was collected with the use of "Democratic Classroom Management Scale" developed by Demirtaş (2004) and "Critical Thinking Dispositions Inventory" developed by Akbıyık (2002) during the spring term of 2013-2014 academic year. The data were analyzed by conducting t test, ANOVA, Pearson correlation and simple linear regression analysis. In the study it was observed that students' views about teachers' democratic classroom management attitudes were at moderate level and their critical thinking dispositions were at high level. Furthermore, it was concluded that students' views regarding teachers' democratic classroom management attitudes and their critical thinking varied according to different variables. In the study, it was found that there was a low, positive and statistically significant relationship between the democratic classroom management attitudes of teachers and the critical thinking disposition of students. In addition, it was also founded that democratic classroom management attitudes of teachers was a significant predictor of the critical thinking disposition of students.
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The aim of this study is to examine the relationship between school engagement and burnout of university students. The research employs relational survey model and the participants are 472 students studying at a public university in Ankara in Turkey. The data collection tools were "The Maslach Burnout Inventory-Student Survey" and "University Student Engagement Inventory". The findings of the research show that the relationship between university students' school engagement and emotional exhaustion, cynicism and efficacy subscales of burnout levels was moderate whereas students' school engagement is found to be a significant predictor of all subscales burnout. The findings of the research showed that the level of the relationship between university students' school engagement and subscales of burnout (exhaustion, cynicism, academic efficacy) was moderate and students' school engagement is found to be a significant predictor of all subscales of burnout.
Bu çalışmada PISA 2012'ye katılan 15 yaş grubu Türk öğrencilere ilişkin veriler ışığında; öğrencilerin matematik başarılarını etkileyen bazı faktörlerin yordama gücünün belirlenmesi amaçlanmaktadır. Bu amaçla, "fen bilimleri başarısı", "okuma başarısı", "matematik kaygısı", "evdeki eğitimsel olanaklar", "evdeki olanaklar", "matematiğe yönelik ilgi", "matematiğe yönelik tutum" ve "matematik öğretmeninin desteği" değişken olarak ele alınmıştır. Bu değişkenlerin, öğrencilerin matematik başarısını yordayıcılık düzeyini belirlemede Yapay Sinir Ağlarından (YSA) yararlanılmıştır. Çalışmadan elde edilen bulgularda, yapay sinir ağları modelinde matematik başarısını doğru sınıflama yüzdesi %89,1 olarak hesaplanmıştır. Ayrıca matematik başarısı üzerinde istatistiksel olarak diğer değişkenlere göre; en çok anlamlı etkiye sahip olan değişken "fen bilimleri başarısı", en az anlamlı etkiye sahip olan değişken ise "evdeki olanaklar" olarak belirlenmiştir.
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