Journal of Management and Educational Sciences

Examining the Relationship Between Types of Organizational Power Used by School Principals and Conflict Management

Okan Yılmaz, Mehlika Yılmaz, Mehmet Akif Ünsal, Yılmaz Serin — Tue, 01 Oct 2024 00:00:00 +0300

In this study, it was aimed to examine the relationship between organizational power used by administrators and organizational conflict perceptions according to teachers' opinions. Relational screening model was used in the study. According to the research results; teachers' organizational conflict management perceptions and power type perceptions were above average. In the examination according to gender; while power type perceptions did not change according to women and men, women's organizational conflict management perceptions were higher than men. It was revealed that power type and organizational conflict management perceptions did not change according to age groups and married and single. In the examination according to professional experience; while power type perception did not change, organizational conflict management perceptions of teachers with 1 - 5 years of professional experience were higher than teachers with 11 - 15 years of professional experience. In the examination according to educational status; it was revealed that power type and organizational conflict management perceptions differed according to undergraduate and graduate degrees and this difference was in favor of teachers with undergraduate degrees. In the examination according to school type; no significance was determined between the power type scale and organizational conflict management scale and school type groups. There is a moderate positive relationship between the power type of the teachers within the scope of the research and their organizational conflict management. It is also understood that the power type perceptions of the teachers significantly predict their organizational conflict management perceptions in a positive way. In other words, a 100-unit increase in the power type dimension increases the organizational conflict management perceptions by 62.2%.

Examining the Relationship Between Teachers' Job Satisfaction and Occupational Burnout

Fatih Kırat, Ümmügülsüm Kırat, Ayşenur Yağcı — Tue, 01 Oct 2024 00:00:00 +0300

This study aims to examine the relationship between teachers' job satisfaction and professional burnout according to teachers' opinions. A relational screening model was used in the study. According to the results of the study; teachers' job satisfaction was above average; their burnout levels were below average. While emotional exhaustion was the highest among the sub-dimensions of the Maslach burnout scale, depersonalization was the lowest. While internal satisfaction was the highest among the sub-dimensions of the Minnesota job satisfaction scale, external satisfaction was the lowest. In the examination according to gender; the perceptions of burnout of teachers did not change according to women and men, and in job satisfaction, men's job satisfaction perceptions were higher than women. It was revealed that Maslach burnout and Minnesota job satisfaction perceptions did not change according to age groups; married and single; undergraduate and graduate education status and professional experience groups. In the examination according to their satisfaction with working in the field of education; according to the perceptions of teachers, the perceptions of those who were not satisfied with Maslach burnout perceptions were higher than those who were satisfied. In Minnesota job satisfaction perceptions, the perceptions of those who were satisfied were higher than those who were not satisfied. According to the perceptions of teachers, there was no difference in Minnesota job satisfaction perceptions according to the status of choosing their profession willingly. However, there was a difference in Maslach burnout perceptions according to the status of choosing their profession willingly. This difference was in favor of those who did not choose their profession willingly. In Maslach burnout perceptions of teachers, the perceptions of those who did not consider resigning from their jobs were higher than those who considered. In Minnesota job satisfaction perceptions, the perceptions of those who did not consider resigning from their jobs were higher than those who considered. There is a moderate negative relationship between the general dimensions of Minnesota Job Satisfaction and Maslach Burnout of the teachers within the scope of the research. In addition, it is understood that teachers' Maslach burnout perceptions significantly predict Minnesota job satisfaction perceptions negatively. In other words, a 100-unit increase in the Maslach burnout dimension decreases Minnesota job satisfaction perceptions by 69.5%.

Examining the Relationship Between Teachers' Job Satisfaction and Occupational Burnout

Ertuğrul Ulutaş, Pınar Ulutaş — Tue, 01 Oct 2024 00:00:00 +0300

The main purpose of this study is to measure teachers' job satisfaction and burnout perception levels, to examine the possible relationship between them and to determine significant differences in terms of demographic variables. According to the research results; it was revealed that teachers' job satisfaction is above average; while their burnout levels are below average. In the examination according to gender; it was revealed that Maslach burnout and Minnesota job satisfaction perceptions of teachers did not change according to women and men; married and single. In the examination according to age; statistical significance was found between the Maslach burnout scale and Minnesota job satisfaction scale and age groups. The job satisfaction perception of teachers between the ages of 25-31 was higher than the age groups of 32-38, 39-45 and 46 years and over. Again, in the Maslach burnout dimension; the burnout perception of the 32-38 and 39-45 age groups was higher than the age group of 25-31. In the examination according to Professional Experience; Maslach burnout and Minnesota job satisfaction scales were found to be statistically significant between professional experience groups. In the Minnesota job satisfaction dimension; the job satisfaction perception of the 6-10 year group was higher than the 16-20 year professional experience groups. Again in the Maslach burnout dimension; the burnout perception of the 16-20 year group was higher than the 11-15 year and 21 and above professional experience groups. According to the perceptions of the teachers, there was no difference in the Maslach burnout perceptions of the teachers according to undergraduate and graduate degrees. However, the job satisfaction of the undergraduate graduates was higher than the postgraduate graduates. Finally, there is a moderate negative relationship between the general dimensions of Minnesota Job Satisfaction and Maslach Burnout of the teachers within the scope of the research. In addition, it is understood that the teachers' Minnesota job satisfaction perceptions significantly predict the Maslach burnout perceptions negatively. In other words, a 100-unit increase in the Minnesota job satisfaction dimension reduces the Maslach burnout perceptions by 46.6%.

Examining the Relationship Between Leadership Behaviors of Administrators and Classroom Management Skills of Teachers

Samet Şahan, Neslihan Uğurlu, Selvinaz Koçak — Tue, 01 Oct 2024 00:00:00 +0300

The main purpose of this study is to measure the perceptions of school principals' leadership behavior and classroom management skill levels according to teachers' opinions, to examine the possible relationship between them and to determine significant differences in terms of demographic variables. The research was carried out with the relational screening model. According to the results of the research; it was revealed that teachers' perceptions of school principal leadership behavior and classroom management skills were above average. In addition, it was revealed that teachers' perceptions of classroom management skills and school principal leadership behaviors did not change according to women and men; married and single; undergraduate and graduate. In the examination according to age; in the classroom management skills of teachers between the ages of 31-40, 41-50 and 51 and above, the perception of classroom management skills was higher than the 20-30 age group. In the examination according to professional experience status; in the dimension of teachers' classroom management skills; the perception of classroom management skills of the 21-30 year group was higher than the 1-10 year and 11-20 year professional experience groups. Finally, there is a low-level positive relationship between the teachers within the scope of the research's school principal leadership behaviors and teachers' classroom management skills. In addition, it is understood that teachers' perceptions of school principal leadership behaviors significantly positively predict teachers' perceptions of classroom management skills. In other words, a 100-unit increase in the school principal leadership behaviors dimension increases teachers' perceptions of classroom management skills by 26.4%.

Investigating the Effect of Creative Leadership Characteristics of School Principals on Professional Motivation of Teachers

Serap Çeşnial, Sultan Selvi Şımık, Yasemin Doğan — Thu, 03 Oct 2024 00:00:00 +0300

The main purpose of this study is to measure the creative leadership characteristics of school principals and the professional motivation of teachers according to the opinions of teachers, to examine the possible relationship between them and to determine the significant differences in terms of demographic variables. The research was carried out with the relational screening model. According to the research results; it was revealed that the creative leadership behavior characteristics of school principals were below average and the professional motivation perceptions of teachers were above average. In the examination according to gender; the perception of creative leadership characteristics of school principals by women was found to be higher than men. In addition, in the professional motivation dimension of teachers; the professional motivation perceptions of teachers aged 41 and above were found to be higher than those of teachers aged 31-40. Again, in the creative leadership characteristics dimension of school principals; the creative leadership characteristics perceptions of school principals aged 41 and above were found to be higher than those of teachers aged 31-40. In the examination according to marital status; it was revealed that the professional motivation of teachers and the creative leadership characteristics of school principals did not change according to whether they were married or single. In the professional motivation dimension of teachers; the professional motivation perception of the group aged 6-10 years was found to be higher than the groups aged 11-15 and 16 years and above. In addition, in the dimension of school principals' creative leadership characteristics; the perception of school principals' creative leadership characteristics in the 6-10 year group was higher than the 11-15 year and 16 and above professional experience groups. On the other hand, in the dimension of professional motivation; the perception of professional motivation of teachers working in secondary schools was higher than that of teachers working in primary schools. Finally, there is a moderate positive relationship between the creative leadership characteristics of school principals and the general dimensions of teachers' professional motivation. In addition, it is understood that the perceptions of school principals' creative leadership characteristics significantly predict teachers' professional motivation perceptions positively. In other words, a 100-unit increase in the dimension of school principals' creative leadership characteristics increases teachers' professional motivation perceptions by 17.3%.

Examining the Effects of Teachers' Innovative Work Behaviors on Their Performance and Job Satisfaction

İsmail Eken, Abdulselam Ahmet Sevindi, Ayşe Sevindi — Thu, 03 Oct 2024 00:00:00 +0300

The main objective of this study is to measure teachers' innovative work behaviors, performances and job satisfaction levels according to teachers' opinions, to examine the possible relationships between them and to determine significant differences in terms of demographic variables. The research was carried out with the relational screening model. As a result of the research; it can be said that teachers' job satisfaction, innovative work behavior and individual job performance perceptions are above average. In the examination according to gender; women's individual job performance perception was found to be higher than men. In the examination according to age; in terms of teachers' job satisfaction dimension; teachers aged 20-30 and 31-40 had higher job satisfaction perceptions than teachers aged 41-50. In the individual job performance dimension; teachers between the ages of 20-30 had higher individual job performance perceptions than teachers aged 31-40 and 51-60. In the examination according to marital status; married people's innovative work behavior and individual job performance perception were found to be higher than single people. In the examination according to professional experience; in terms of teachers' job satisfaction dimension; The job satisfaction perceptions of teachers with 6-10 years and 11-15 years of professional experience were found to be higher than those with 16-20 years and 20 years and above. In the examination according to the type of institution they work in; the innovative work behavior perceptions of teachers working in primary schools were found to be higher than those of teachers working in high schools. The individual job performance perceptions of teachers working in secondary schools were found to be higher than those of teachers working in primary and high schools. Finally, according to the perceptions of the teachers within the scope of the research, there is a low-level positive relationship between the general dimensions of job satisfaction and innovative work behavior. Again, there is a low-level positive relationship between the general dimensions of job satisfaction and individual job performance. Finally, there is a moderate positive relationship between the general dimensions of innovative work behavior and individual job performance. In addition, it is understood that teachers' innovative work behavior perceptions significantly positively predict teachers' job satisfaction perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases teachers' job satisfaction perceptions by 33.5%. It is understood that teachers' innovative work behavior perceptions significantly positively predict teachers' individual job performance perceptions. In other words, a 100-unit increase in teachers' innovative work behavior dimension increases teachers' individual job performance perceptions by 44.6%.

Neoliberal Policies and Income Distribution

Ramazan Demir — Thu, 03 Oct 2024 00:00:00 +0300

The aim of this research is to examine the effect of inequality in income distribution as a result of neoliberal policies. For this purpose, the document analysis method, which is one of the qualitative studies, was used. According to the results of the research, the global crises that emerged in the markets of developed countries revealed the shortcomings of an economic policy approach that believes in the self-regulation of the markets and minimizes the role of the state. As a result of neoliberal policies, the increasing importance of finance for corporate profitability has led to widening income inequality. Taken together, there is clear evidence that liberalization indirectly widens inequality by increasing financial activities. Therefore, this study reveals the role of the state as a social state again, based on the potential liberalization-finance-income inequality link in economies.

Securitization of International Migration

Tuğba Kösesoy — Thu, 03 Oct 2024 00:00:00 +0300

Migration, which has a history as old as the history of humanity, is not a temporary but a continuous phenomenon. The phenomenon of migration, which has occurred for various reasons, has been associated with the concept of security, especially after the Cold War, and has begun to be seen as an important security problem by states. This study aims to analyze the relationship between migration and security with its theoretical dimension within the scope of the Securitization Theory put forward by the Copenhagen School after the Cold War. In this framework, in the study, firstly, the changing security perceptive after the Cold War was discussed, and the Copenhagen School’s Securitization Theory and the concept of international migration were examined. Then, in the light of these concepts, how migration is handled as a security problem within the scope of the relationship between migration and security has been subjected to a comprehensive analysis. As a result of the data obtained by scanning the literature in the study, it has been understood that the securitization of migration in the relationship between migration and security causes negative perceptions in the society. The study also argues that in the securitization of immigration, the security of the destination country and communities is more prominent, the security problems of immigrants are ignored, and lastly, the fact that immigrants’ existence is not placed on a legal basis in the country may prepare an environment for anti-immigration conflicts.

Examining the Relationship Between Organizational Power Bases Used by Administrators and Classroom Management Styles of Teachers

Erkan Kapgı, Hatice Gül Kapgı — Thu, 03 Oct 2024 00:00:00 +0300

This study aimed to examine the relationship between the types of power used by school administrators and teachers' classroom management styles according to teachers' opinions. The research was designed as a relational screening model. As a result, it was determined that the general perceptions of the teachers who participated in the research about their power sources and the ways they use power were above average. In the examination by gender; in the general power type scale, men's power type perception scores were higher than women. In classroom management styles, women's authoritarian style scores were higher than men's scores. In the examination by marital status; in classroom management styles, singles' authoritarian style scores were higher than marrieds. In the examination by educational status; in the general dimension of classroom management styles, teachers with master's degree had higher classroom management style perception scores than bachelor's degree graduates. In the examination by age; in the general power type scale, the general power type perception score of the 41 and over group was higher than the 31-40 age group. In the examination by years of service; except for the reward power, personality power and general scale of power type and the free style sub-dimension scores, no difference was found in the scores according to the year of service variable. In the examination by school level; There was no difference according to the school level variable except for the reward, law, coercive power and oppressive style sub-dimension scores of the power type. In the relationship examination; there is a low-level, significant and positive relationship between the power type general scale and the classroom management styles general scale perception scores. In the effect examination; the participants' power type significantly predicts their classroom management styles perceptions. A 100-unit increase in the participants' coercive power sub-dimension increases classroom management styles behavior by 9.2%. Again, a 100-unit increase in the participants' personality power sub-dimension increases classroom management styles behavior by 12.1%.