Journal of Management and Educational Sciences

A Review of Theses on Mathematics Problem-Solving Skills in Primary Schools Prepared in Turkey Between 2012 and 2022

2025-06-02T01:01:09+03:00

This study aims to examine master's theses on mathematics problem-solving skills in primary schools prepared in Turkey between 2012 and 2022. A total of 25 theses related to the subject were identified between 2012 and 2022. The document review method, one of the qualitative research methods, was used to examine the theses. The study group consists of master's and doctoral theses published nationally, which were identified by searching the YÖK National Thesis Center database using keywords such as “problem-solving skills, mathematics, elementary school” between 2012 and 2022. The introduction and theoretical background section of the study includes general explanations and definitions related to problem-solving skills. In the findings section of the research, the theses were analyzed according to the sub-objectives of the thesis, the year and type of thesis, the research method, model, data collection tools, and data analysis methods used in the theses, the province, grade level, and size of the working groups of the theses, and the subject headings and results of the theses. The final section includes the discussion, conclusions, and recommendations.

An Investigation of Primary School Visual Arts Curriculum Teachers' Views on Literacy

2025-06-05T00:44:22+03:00

The aim of this study is to examine in depth the views of classroom teachers regarding their literacy of the primary school visual arts curriculum. Teachers' competencies in understanding, implementing, and evaluating curricula directly influence the quality of education, especially in practice-based subjects such as art education. This research was conducted using the content analysis method, one of the qualitative research approaches. A semi-structured interview form developed in line with literature and expert opinions was used as the data collection tool. The data were collected through face-to-face interviews with 20 classroom teachers and analyzed accordingly. As a result of the analysis, teacher views were categorized under six main themes: perceptions of curriculum literacy, opinions on the visual arts curriculum, views on the objectives of the visual arts course, evaluations of the curriculum content, views on teaching and learning processes, and assessments of measurement and evaluation practices. According to the findings, teachers generally exhibit a positive attitude towards the visual arts curriculum and stated that they understand the fundamental goals and outcomes of the program and try to implement it in a way that supports students' artistic development. However, challenges such as time constraints, lack of materials, and assignments outside their field were identified as significant obstacles to effective classroom implementation. Teachers also emphasized the contribution of the course to fostering creative thinking, aesthetic sensitivity, and self-expression, but criticized the abstract nature of the content at certain grade levels, the insufficiency of lesson time, and the lack of clarity and applicability in assessment processes. These issues create uncertainties in implementation and hinder teachers' effectiveness. The findings reveal that teachers are not only practitioners but also professionals who can think critically, identify deficiencies, and offer constructive suggestions. Accordingly, it is recommended that in-service training programs be strengthened, curriculum literacy be enhanced through targeted efforts, and curricula be revised based on field feedback.

The Effect of Couples' Communication Skills on Conflict Resolution Styles: A Case Study in Konya Province

2025-06-16T06:02:52+03:00

This study aims to examine the impact of communication skills on conflict resolution styles among married individuals. Marital relationships are dynamic and complex structures in which individuals unite socially, emotionally, and economically. Conflicts are inevitable in this process, and communication skills play a pivotal role in managing them. The literature emphasizes that effective communication includes empathy, clear self-expression, and active listening, which contribute significantly to marital satisfaction. In this context, determining the effect of communication competence on conflict resolution styles is critical for enhancing family harmony and strengthening marital bonds. The study employs a relational survey model and was conducted with 426 married individuals residing in Konya, Turkey, selected through convenience sampling. Data were collected using a personal information form, the Communication Skills Scale (developed by Korkut-Owen & Demirbaş Çelik, 2017), and the Conflict Resolution Styles in Romantic Relationships Scale (developed by Özen, 2016). Data analysis was performed using SPSS 25, employing Pearson correlation and multiple linear regression techniques. Findings indicate a positive but low-level significant relationship between communication skills and conflict resolution styles, with a moderate correlation observed specifically between constructive resolution strategies and communication skills. Regression analysis reveals that communication skills have a limited predictive power on conflict resolution styles, with only the “willingness to communicate” sub-dimension approaching significance. These results suggest that conflict resolution cannot be explained solely by communication competence; other psychosocial variables such as personality traits, attachment styles, and marital duration also play a role. In conclusion, the findings highlight that developing effective communication skills supports the adoption of constructive behaviors in conflict resolution processes. The study underscores the importance of communication-focused interventions in marital counseling and family therapy and recommends further research in diverse sociocultural contexts to enhance generalizability.

The Effect of Play and Friendship on the Development of Life Skills in Home-Schooled Students with Special Needs

2025-06-23T15:54:27+03:00

The purpose of this study is to examine the effect of play and friendship relationships on the acquisition of life skills by students with special needs within the scope of home education, based on the opinions of classroom teachers. This study, which was structured according to the phenomenology design of qualitative research designs, was conducted through semi-structured interviews with 14 special education teachers working in different provinces in the spring semester of 2025. The data were analyzed using content analysis, and themes, categories, and codes were created and evaluated based on the teachers' views. According to the research findings, home education offers important opportunities for individuals with special needs in terms of both academic and life skills; in particular, it supports the retention of learning through individualized teaching opportunities. It was observed that play and gamification techniques increase students' attention, motivation, and desire to learn, while also supporting their social-emotional development. However, it was noted that limited friendships constitute a disadvantage in terms of social interaction. The study also emphasized that active family participation in the process is a determining factor in the acquisition of life skills. In conclusion, it is recommended that game-based learning, family collaboration, and structures that provide opportunities for social interaction be developed to effectively impart life skills in home education.

An Investigation of Organizational Presenteeism Among Teachers

2025-06-30T16:31:07+03:00

The purpose of this study is to determine the levels of organizational presenteeism (not being present at work) perceived by teachers and to examine whether these levels differ according to demographic variables. Conducted using quantitative research methods, this study was carried out with data obtained from a total of 174 teachers working in the central district of Adıyaman. Data collection involved the use of a personal information form and the Organizational Presenteeism Scale developed by Uslukaya, Demirtaş, and Alanoğlu (2022), which consists of three sub-dimensions. Data analysis included normality tests, independent samples t-test, ANOVA, and Pearson correlation analysis. The results of the study revealed that teachers' overall presenteeism levels were moderate, with environmental factors being perceived as higher than individual and organizational factors. No significant differences were found in presenteeism levels according to gender, marital status, and educational status variables; however, some significant differences were found in certain sub-dimensions according to age and professional experience variables. In particular, it was determined that teachers aged 31–40 and with 11–15 years of experience had higher presenteeism perceptions. Correlation analyses revealed significant positive relationships between the sub-dimensions. The research findings indicate that teachers' behavior of coming to work even when sick is shaped by various individual, organizational, and environmental factors in educational institutions. In this context, it was concluded that policies prioritizing teacher health should be established and workplace culture should be restructured in this direction.

Problems Experienced by School Administrators Working in Transport Schools and Proposed Solutions

2025-06-30T16:38:23+03:00

This study aims to systematically examine the problems encountered by administrators in schools providing transportation services and to develop concrete solutions to these problems. Data was collected through semi-structured interviews with 12 administrators (school principals, deputy principals, and assistant principals) working in schools providing transportation-based education in Samsun Province. Five open-ended questions were posed to the school administrators, and the responses were analyzed using content analysis techniques. The research findings show that the organizational flaws in transportation-based education, lack of supervision, and problems in the tender processes create a heavy burden on school administrators. Transporting students from different grades with the same services extends waiting times and negatively affects the education process. In addition, assigning additional responsibilities such as service supervision to school administrators leads to inefficiency due to lack of competence. Other problems encountered in transportation-based education include insufficient parental involvement in education, economic inadequacies, and seasonal agricultural work, which negatively affect student attendance. As a result of the research, a series of recommendations were made to increase the effectiveness of transportation-based education. These include strengthening control mechanisms, making tender processes transparent and quality-oriented, planning alternative routes, and preventing school administrators from being assigned additional tasks. Additionally, awareness programs to increase parent participation and training programs for teachers and bus drivers are recommended. These findings raise awareness of the challenges faced in transportation-based education and contribute to the development of educational policies in this area.

Trends in Postgraduate Theses Written on Teacher Involvement

2025-06-30T16:47:10+03:00

As educational reforms emerge worldwide, the role of teachers in such change efforts is increasingly being monitored. Teachers' capacity to make choices and implement actions to bring about change is often referred to as teacher agency. The need to examine teacher agency is increasingly recognized, particularly in contexts where new standardization and accountability plans reduce teachers' professional autonomy while increasing demands on their work. Teacher agency is increasingly recognized as an important quality of teachers in making meaningful changes in their lives and professional environments, starting with classroom teaching. In recent years, there has been a significant increase in the number of publications on teacher agency. However, the emerging literature also reveals differences in conceptualizations and empirical findings related to teacher agency. It has been observed that teachers implement their professional actions differently in educational contexts and even among teachers within the same context. In this study, theses written in the field of teacher agency in Turkey were examined. In this context, the aim of this research is to examine postgraduate theses written on teacher agency in the context of various variables.

Examining the Effect of School Culture Perception on Teachers' Motivation and Student Achievement

2025-06-30T16:54:47+03:00

The purpose of this study is to determine teachers' perceptions of school culture, their views on student achievement and learning, and their levels of motivation, and to examine whether these variables differ according to demographic variables such as gender, marital status, age, type of school, and professional experience. The study was conducted using quantitative research methods within the framework of a survey model. The study group consisted of 252 teachers working in different types of schools. The “School Culture Scale,” “Teachers' Views on Student Achievement and Learning Scale (ÖBÖY-ÖGÖ),” and “Teacher Motivation Scale” were used as data collection tools. Independent sample t-tests, one-way analysis of variance (ANOVA), and Pearson correlation coefficient calculations were performed to analyze the data. According to the research findings, perceptions of school culture differ significantly according to gender, with female teachers' perceptions being higher. While no significant difference was found according to marital status and age variables, significant differences were found in school culture, student achievement, and teacher motivation levels according to the type of school where the teachers worked and their professional experience. In particular, high school teachers were found to have lower scores on the scales in question. Correlation analyses revealed high-level positive and significant relationships between school culture and teacher motivation, and moderate-level positive and significant relationships between student achievement and teacher motivation. The research findings reveal that teachers' motivation and positive attitudes toward student learning achievement are related to a strong school culture, highlighting the importance of creating inclusive and supportive cultural structures in school environments.

The Relationship Between Teachers' Attitudes Towards Gamification and Their Classroom Management Styles

2025-06-30T20:42:49+03:00

The purpose of this study is to examine the relationship between teachers' attitudes toward gamification and their classroom management styles. In this study, which employed the general survey model of quantitative research methods, data obtained from 260 teachers working during the 2023–2024 academic year were analyzed. The Gamification Attitude Scale and the Classroom Management Styles Scale were used as data collection tools. According to the research findings, teachers' attitudes toward gamification were generally found to be high, with particularly positive attitudes in the usage, acquisition, and design sub-dimensions. Significant differences were observed according to gender, marital status, age, education level, and years of experience. Male, married, experienced, and teachers with higher education levels were found to have higher gamification attitudes. In terms of classroom management styles, only free and uninterested styles were found to be significantly related to gamification. According to the correlation analysis, a moderate positive relationship was found between gamification attitudes and the uninterested classroom management style, while a low negative relationship was found between gamification attitudes and the authoritarian classroom management style. Based on the findings, it was concluded that there is a need for professional development programs aimed at improving teachers' gamification skills.

The Effect of Teachers' Perceptions of School Climate on Classroom Management Styles

2025-06-30T23:56:43+03:00

The purpose of this study is to examine the effect of teachers' perceptions of school climate on the classroom management styles they adopt. The research was conducted within the framework of a correlational survey model. The study group consisted of a total of 309 teachers working in various schools during the 2023-2024 academic year. Data were collected using the “School Climate Scale” and the “Classroom Management Styles Scale.” The data were analyzed using t-tests, one-way analysis of variance (ANOVA), and Pearson correlation analysis. According to the research findings, teachers most frequently adopted authoritarian and indifferent classroom management styles; however, they generally perceived the school climate as positive. Significant differences were found in classroom management and school climate perceptions based on demographic variables such as gender, age, marital status, education level, and years of experience. Additionally, weak but significant relationships were found between school climate sub-dimensions and classroom management styles. Components of school climate such as democracy, leadership, and success factors support positive classroom management approaches.