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  • Küçük Resim
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    Okul Yöneticilerinin ve Öğretmenlerin Sahip Oldukları Değerlerin Demografik Özellikleri Açısından Değerlendirilmesi
    (2015) Yavuz, Mustafa; Dilmaç, Bülent; Derinbay, Deniz
    Bu araştırmanın amacı, okul yöneticilerinin ve öğretmenlerin sahip oldukları değerlerin farklı değişkenler açısından incelemektir. Bu araştırma genel tarama modelinin bir alt türü olan ilişkisel tarama modelidir. Araştırmada veri toplama aracı olarak, Schwartz Değerler ölçeği ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Araştırmada, analiz teknik leri bağlamında, bağımsız grup t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre, cinsiyet açısından değerler ölçeğinin geleneksellik ve uyum alt boyutlarında bir farklılaşma vardır. Öğrenim durumunda ise, değerler ölçeğinin güç, uyarılma ve güvenlik alt boyutlarında farklılaşmanın olduğu görülmektedir. Kıdem değişkeninde ise, değerler ölçeğinin uyarılma ve öz yönetim alt boyutlarında bir farklılaşma söz konusudur. Yapılan görev bağlamında ise, hazcılık alt boyutunda bir farklılık söz konusudur. Branş değişkeninde ise, değerler ölçeğinin güç, başarı, hazcılık, uyarılma, özyönetim, evrensellik, yardımseverlik, geleneksellik ve güvenlik alt boyutlarında bir farklılaşma söz konusu iken, sadece uyum alt boyutunda branşa göre anlamlı bir farklılık bulunmamıştır.
  • Küçük Resim
    Öğe
    Okul Yöneticilerinin ve Öğretmenlerin Sahip Oldukları Değerlerin Demografik Özellikleri Açısından Değerlendirilmesi
    (2015) Yavuz, Mustafa; Dilmaç, Bülent; Derinbay, Deniz
    Bu araştırmanın amacı, okul yöneticilerinin ve öğretmenlerin sahip oldukları değerlerin farklı değişkenler açısından incelemektir. Bu araştırma genel tarama modelinin bir alt türü olan ilişkisel tarama modelidir. Araştırmada veri toplama aracı olarak, Schwartz Değerler ölçeği ve araştırmacılar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Araştırmada, analiz teknikleri bağlamında, bağımsız grup t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre, cinsiyet açısından değerler ölçeğinin geleneksellik ve uyum alt boyutlarında bir farklılaşma vardır. Öğrenim durumunda ise, değerler ölçeğinin güç, uyarılma ve güvenlik alt boyutlarında farklılaşmanın olduğu görülmektedir. Kıdem değişkeninde ise, değerler ölçeğinin uyarılma ve öz yönetim alt boyutlarında bir farklılaşma söz konusudur. Yapılan görev bağlamında ise, hazcılık alt boyutunda bir farklılık söz konusudur. Branş değişkeninde ise, değerler ölçeğinin güç, başarı, hazcılık, uyarılma, özyönetim, evrensellik, yardımseverlik, geleneksellik ve güvenlik alt boyutlarında bir farklılaşma söz konusu iken, sadece uyum alt boyutunda branşa göre anlamlı bir farklılık bulunmamıştır.
  • Küçük Resim Yok
    Öğe
    The Perceived Organizational Support Level of Primary School Teachers
    (Dergipark Akad, 2016) Cobanoglu, Fatma; Derinbay, Deniz
    In this study, the primary school teachers' perceived organizational support levels have been examined. The sample of the study consists of 494 teachers working in 17 primary schools which were chosen from these districts by cluster sampling method. Perceived Organizational Support Scale developed by the researcher and Personal Information Form has been used to collect data. Kruskal Wallis analysis and Mann-Whitney U test were used to analyze data. According to the results of the study, teachers in primary schools perceive the highest level of organizational support in instructional support dimension, the lowest level of organizational support in administrative support dimension. The perceived organizational support of teachers is not differentiated in accordance with gender, branch, education status and received the award for its achievements in vocational. The perceived organizational support of teachers is differentiated in according to age. While the justice which is the subscale of organizational support is differentiated according to vocational experience, instructional and administrative support is not differentiated in according to vocational experience.
  • Küçük Resim Yok
    Öğe
    Turkish Version of the Principals' Sense of Efficacy Scale: Validity and Reliability Study
    (Ani Yayincilik, 2015) Isik, Ayse Negis; Derinbay, Deniz
    Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study: The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T). Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha. Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were chi(2)/ df= 2,80, CFI=. 873, TLI=. 87, RMSEA=.100, SRMR=. 064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strongevidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from.50-. 74 (M=.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; chi(2)/ df=1.6, CFI=.95, TLI=.94, RMSEA=.06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as.94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations: The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.
  • Küçük Resim Yok
    Öğe
    Turkish Version of the Principals' Sense of Efficacy Scale: Validity and Reliability Study
    (Ani Yayincilik, 2015) Isik, Ayse Negis; Derinbay, Deniz
    Problem Statement: Principals are known as important actors in effective schools. So it is important to know which variables influence principals' success. One of these predictors can be self-efficacy. However, there is very few research about principals' sense of efficacy. Purpose of the Study: The purpose of this research was to test the psychometric properties of the Turkish version of the Principal Sense of Efficacy Scale (PSES-T). Method: Confirmatory and Exploratory factor analysis were conducted in order to determine the factor structure of the scale. Two independent samples of school administrators were used for this analysis. The relationship between social support and PSES-T were also examined in order to test the concurrent validity of the scale. Finally, internal consistency of scale was tested by using Cronbach alpha. Findings: Confirmatory factor analyses (CFA) were performed using maximum likelihood estimations, in order to assess the structural validity of the Turkish version of PSES. The model indices were chi(2)/ df= 2,80, CFI=. 873, TLI=. 87, RMSEA=.100, SRMR=. 064, suggesting an unacceptable fit of the model to the data. Concluding that 3 factor 18-item PSES did not fit the data obtained from a Turkish sample, an exploratory factor analysis (EFA) was conducted to further explore the factor structure of the 18-item PSES that better represented the sample data. EFA results showed strongevidence for a single factor structure of scale. Total variance explained by a single factor was 41% and factor loadings ranged from.50-. 74 (M=.64). Based on the results of the EFA, the single factor model with 18 items was tested on a second sample by using CFA with the maximum likelihood method. Results indicated that single factor PSES met goodness-of-fit criteria; chi(2)/ df=1.6, CFI=.95, TLI=.94, RMSEA=.06, and SRMR=.04. As to the reliability results, Cronbach's Alpha was calculated as.94 for the whole scale. Also, low to moderate correlations were found between social support, and PSES was evidence for concurrent validity of scale. Conclusion and Recommendations: The overall findings of the present study provide evidence for the validity and reliability of the PSES with a Turkish sample. Validation and reliability studies of the PSES within different cultural contexts and samples are crucial for the generalizability of the scale. The current study is important in terms of bringing this scale into Turkish literature.