Merkezi Sınavların Okul Kültürüne Yansımalarının Değerlendirilmesi

Yılmaz, Sibel; Bülbül, Tuncer

doi:10.24315/trkefd.315491

Cited by 5 publications

(2 citation statements)

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“…In order to solve this problem, it is recommended that the professional development of teachers and school administrators be carried out with postgraduate education under the leadership of the Council for Higher Education (CoHE) or non-governmental organizations (MoNE, 2018). On the other hand, as the education system becomes more exam-oriented (Büyüköztürk, 2016; Yılmaz & Bülbül, 2017), it increases community expectations for schools. Thus, the emerging policies increase the work intensification pressure on schools and their management.…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, the responsibilities of these assistant principals have increased, both in their duties and the high expectations placed on them that heighten the pressure that they feel in their workplaces (e.g., Barnett et al, 2012;Leithwood & Azah, 2014). In Turkey, increasing exam-centered education adds to the expectations of academic success-expectations that are often aimed at managers (Büyüköztürk, 2016;Gümüş et al, 2021;Yılmaz & Bülbül, 2017). In this regard, planning, monitoring, and following studies focusing on exams and academic success increase the burden of assistant principals.…”

Section: Research-article20212021mentioning

confidence: 99%

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What Are the Sources and Negative Effects of Assistant Principals’ Work Intensification?

2021

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This study sought to provide an understanding of the sources of work intensification and its effects on assistant principals in Turkey, and the coping strategies they use. The participants of this qualitative study were a sample of 18 assistant principals. The current qualitative study was based on semi-structured interviews. Data analysis was performed through descriptive and content analysis. This study revealed that assistant principals had work intensification related to heavy paperwork, a variety of administrative affairs, a variety of tasks, school size, and lack of experience. Assistant principals’ work intensification caused negative psychological and physical health, work-family conflict, limited social relationships, and a decrease in professional commitment. Assistant principals spent time with their families, engaged in task sharing, received support from colleagues, took part in various social events, planned work habits and managed priorities to reduce the negative effects of work intensification.

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Section: Discussionmentioning

confidence: 99%

Section: Research-article20212021mentioning

confidence: 99%

What Are the Sources and Negative Effects of Assistant Principals’ Work Intensification?

2021

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Li̇se Öğretmenleri̇ni̇n Öğrenci̇ Merkezli̇ Öğreti̇m Yöntem Ve Tekni̇kleri̇ni̇ Kullanmaya Yöneli̇k Tutumlari İle Standart Testlere Yöneli̇k İnançlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Yiğittekin,

Atalmış

2024

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı lise öğretmenlerinin öğrenci merkezli öğretim yöntem ve tekniklerini kullanmaya yönelik tutum (ÖMÖYTKYT) ile standart testlere yönelik inanç (STYİ) düzeyleri arasındaki ilişkiyi incelemektir. Nicel bir çalışma olan araştırma, ilişkisel tarama modelinde desenlenmiştir. Araştırmanın evrenini 2021-2022 eğitim öğretim yılında Kahramanmaraş ilinde yer alan liselerde görev yapan öğretmenler oluşturmaktadır. Araştırmanın örneklemi basit seçkisiz örnekleme yöntemi ile seçilen 585 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak Koç (2014) tarafından geliştirilen “Öğretmenlerin Öğrenci Merkezli Öğretim Yöntem ve Tekniklerini Kullanmaya Yönelik Tutum Ölçeği”, Magee ve Jones (2012) tarafından geliştirilen ve İlhan, Çetin ve Kinay (2015) tarafından Türkçe’ye uyarlanan “Standart Testlere Yönelik İnanç Ölçeği” kullanılmıştır. Çalışmada ÖMÖYTKYT ile STYİ düzeyleri arasındaki ilişkiyi bulmak için Pearson Korelasyon Analizi uygulandıktan sonra ilişkinin anlamlı, negatif yönde ve orta düzeyde olduğu sonucu bulunmuştur. Çalışmanın sonunda araştırma bulguları alan yazındaki bulgularlarla ilişkilendirilip davranışçı ve yapısalcı yaklaşım çerçevesinde tartışılmış ve ardından politika geliştiricilere, uygulayıcılara ve araştırmacılara önerilerde bulunulmuştur.

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Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

Ertem

2021

PEC

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Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

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Merkezi Sınavların Okul Kültürüne Yansımalarının Değerlendirilmesi

Cited by 5 publications

References 1 publication

What Are the Sources and Negative Effects of Assistant Principals’ Work Intensification?

What Are the Sources and Negative Effects of Assistant Principals’ Work Intensification?

Li̇se Öğretmenleri̇ni̇n Öğrenci̇ Merkezli̇ Öğreti̇m Yöntem Ve Tekni̇kleri̇ni̇ Kullanmaya Yöneli̇k Tutumlari İle Standart Testlere Yöneli̇k İnançlari Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Examination of System of Transition to Upper-Secondary Schools From Lower-Secondary Schools in Terms of Student, Class, and School Level Variables

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