Journal of Management and Educational Sciences

The Principle of Use of Force and Proportionality in the Transfer of the State's Monopoly of Power to Law Enforcement Forces

Yusuf Orman — Wed, 01 Jan 2025 00:00:00 +0300

This study aims to deeply examine the principle of proportionality in the context of the use of force by law enforcement officers and its role in maintaining public order. The legal basis, types and areas of application of the authority to use force granted to law enforcement officers for the purpose of maintaining public order have been addressed, and in this context, important emphasis has been placed on how the authority granted to law enforcement officers is limited in line with the principles of the rule of law and human rights. The functioning of the principle of proportionality, based on the European Convention on Human Rights, has been examined in connection with examples of implementation in Turkey, and the examples of cases that arise when law enforcement officers act contrary to the principle of proportionality and their legal consequences have been analyzed. This analysis aims to comprehensively evaluate individual and administrative responsibilities in terms of the limits and responsibilities of the use of force by law enforcement officers. As a result, it has been emphasized that a balance must be established between the protection of individual rights and freedoms and the provision of justice when using state power.

Examining the Relationship Between Teachers' School Climate and Their Attitudes Towards School Bullying

Onur Kafalı — Tue, 31 Dec 2024 00:00:00 +0300

This study aimed to examine the relationship between teachers' perceptions of school climate and their attitudes towards school bullying. The research was carried out with the relational screening model. According to the results of the research; it is seen that the teacher attitudes towards school bullying of the teachers who participated in the research are below average and their perceptions of school climate are above average. The fact that teacher attitudes towards school bullying are below average can be said that teachers are sensitive to school bullying and they do not allow bullying in schools. The fact that school climate perceptions are above average can be said that the working environment in the schools they work in is a democratic learning environment suitable for education and training. In the examination according to gender; male teachers' attitudes towards school bullying were higher than female teachers. On the other hand, school climate perceptions do not change according to women and men. In the examination according to marital status; teachers' attitudes towards school bullying and their perceptions of school climate do not change according to their married and single status. In the examination according to educational status; teachers' attitudes towards school bullying and their perceptions of school climate do not change according to their undergraduate and graduate education. In the examination according to age groups; teachers' attitudes towards school bullying and perceptions of school climate do not change according to age groups. In the examination according to service year groups; perceptions of school bullying of teachers with 6-10 years of service were found to be higher than teachers with 11 years of service and above. Finally, there is a low-level, significant and negative relationship between teachers' attitudes towards school bullying and perceptions of school climate. In addition, teachers' perceptions of school climate significantly predict teachers' attitudes towards school bullying. Accordingly, a 100-unit increase in the success factors sub-dimension of teachers' school climate reduces school bullying behavior by 23.1%. Again, a 100-unit increase in the conflict sub-dimension of teachers' school climate reduces school bullying behavior by 15.3%.

Examining the Relationship Between the School Principal's Leadership Behaviors and Teachers' Attitudes Towards Professional Development

Adem Ertekin, Emre Karayumak, Mehmet Tapsız, Saadet Ertekin, Sibel Tapsız — Tue, 31 Dec 2024 00:00:00 +0300

This study aimed to examine the relationship between the school principal's leadership behaviors and teachers' attitudes towards professional development according to the teachers' opinions. The research was carried out with the relational screening model. According to the research result; the participants' scores are related to the school principal's leadership behaviors and teachers' attitudes towards professional development and their general attitudes. According to the teachers who participated in the research; it is seen that the school principal's leadership behaviors and teachers' perceptions of their attitudes towards professional development are above the average. In the examination according to gender; no statistically significant difference was found between the school principal's leadership behaviors and teachers' attitudes towards professional development and their gender. In the examination according to marital status; married teachers' perception of the school principal's leadership behaviors was found to be higher than single teachers. In addition, single teachers' perception of attitudes towards professional development was found to be higher than married teachers. In the examination according to educational status; teachers with master's degrees had higher attitudes towards professional development than those with bachelor's degrees. On the other hand, it was revealed that the perceptions of the school principal's leadership behaviors did not change according to bachelor's or master's degree status. In the examination according to age groups; The perceptions of teachers between the ages of 41-50 towards professional development were higher than those between the ages of 31-40. In the examination according to the years of service; there was no statistically significant difference between the leadership behaviors of the school principal and the attitudes of teachers towards professional development and the variable of the years of service. Finally, there was no statistically significant relationship between the scores of the leadership behaviors of the school principal and the perceptions of the attitude scores of the teachers towards professional development. In addition, the total scores of the leadership behaviors of the school principal did not predict the attitudes of teachers towards professional development in a statistically significant way.

Examining the Effect of School Principal Leadership on Collaboration Among Teachers

Mustafa Acar, Vesile Acar, Mustafa Harmancı, Hatice Harmancı — Fri, 03 Jan 2025 00:00:00 +0300

This study aims to examine the effect of school principal leadership on cooperation among teachers. The research was conducted with a relational screening model. According to the research results; it is seen that the leadership styles of school principals and school cooperation perceptions of the teachers participating in the research are above average. In the examination according to gender; the leadership styles of school principals and school cooperation do not change according to female and male teachers. In the examination according to marital status; the perception of leadership styles of school principals by singles was higher than married ones. Again, the perception of school cooperation by singles was higher than married ones. In the examination according to age; the perception of leadership styles of school principals and school cooperation do not differ according to age groups. In the examination according to years of service; the perception of leadership styles of school principals by teachers with more than 11 years of service was higher than teachers with 1-5 years of service. On the other hand, the perceptions of school cooperation by teachers do not differ according to the service year groups. In the examination according to school level; the leadership styles of school principals and school cooperation perceptions do not differ according to their work at different school levels. Finally, there is a high level, significant and positive relationship between the participants' general scores of school principals' leadership styles and their perceptions of school collaboration. In addition, the school principals' leadership styles sub-dimension scores significantly predict their perceptions of school collaboration. Accordingly, a 100-unit increase in the participants' democratic leadership sub-dimension increases school collaboration behavior by 59.2%. In addition, a 100-unit increase in the participants' autocratic leadership sub-dimension increases school collaboration behavior by 22.5%. Again, a 100-unit increase in the participants' latitude leadership sub-dimension increases school collaboration behavior by 8.7%.

Examining the Relationship Between Teachers’ Classroom Management Styles and Attitudes Towards Professional Development

Tue, 31 Dec 2024 00:00:00 +0300

This study aimed to examine the relationship between teachers' classroom management styles and their attitudes towards professional development. This research was conducted with a relational screening model. According to the research results, it was revealed that the general mean score of teachers' attitudes towards professional development was 3.01±0.37; the general mean score of classroom management styles was 3.72±0.49. As a result, it was seen that the attitudes towards professional development and perceptions of classroom management styles of the teachers participating in the research were above the average. In the examination according to gender, teachers' attitudes towards professional development and classroom management styles did not change according to being male or female. In the examination according to marital status, teachers' attitudes towards professional development and classroom management styles did not change according to being married or single. In the examination according to educational status, teachers' attitudes towards professional development and classroom management styles did not change according to undergraduate or graduate education. In the examination according to age groups, teachers' attitudes towards professional development and classroom management styles did not change according to age groups. In the examination according to service year groups, teachers' attitudes towards professional development and classroom management styles did not change according to service year groups. There was no statistically significant relationship between teachers' attitudes towards professional development and their perceptions of classroom management styles total scores. On the other hand, teachers' total scores of their attitudes towards professional development do not significantly predict their perceptions of classroom management styles total scores.

Examining the Impact of Organizational Culture on Teacher Professional Learning

Ali Serdar Şenel, Süleyman Bağ, İbrahim Nalbant, Hatice Uğur — Wed, 01 Jan 2025 00:00:00 +0300

This study aims to examine the effect of organizational culture on teachers' professional learning according to teachers' opinions. The study was conducted with a relational screening model. According to the research results; teachers' professional learning and organizational culture perceptions were above average. Especially the high average of teachers' professional learning shows the importance that teachers give to their professions. In the examination according to gender; teachers' professional learning and organizational culture perceptions do not change according to male or female. In the examination according to age groups; teachers' professional learning and organizational culture perceptions do not change according to age groups. In the examination according to years of service; teachers' professional learning and organizational culture perceptions do not change according to years of service groups. In the examination according to their participation in professional development courses; the perception of teachers who participate in professional development courses every year is higher than those who do not participate in any courses. On the other hand, organizational culture perceptions do not change according to their participation in professional development courses. Finally, there is a moderate, significant and positive relationship between teachers' professional learning scores and organizational culture scores. Again, teachers' organizational culture perceptions significantly predict their professional learning perceptions. Accordingly, a 100-unit increase in the organizational culture dimension of the participants increases professional learning behavior by 32.9%.

The Role and Importance of eTwinning Projects in Sustainable Education

Pınar İnce, Kadir Çelik — Tue, 31 Dec 2024 00:00:00 +0300

The aim of this research is to deeply examine the effects of eTwinning projects on students and teachers and to reveal the contributions of these projects to educational processes. In addition, it aims to understand the reflections of project experiences of teachers and students on educational practices and learning processes by investigating the experiences of the participants and the transformational effects of eTwinning on individuals. The general screening model was used in the research. According to the conclusions of the research; eTwinning projects enable students to meet cultural diversity, understand different perspectives and grow up as global citizens. The project-based collaborative learning approach focuses on developing active participation, problem solving, creative thinking and communication skills by focusing on students. eTwinning projects offer students interactive and meaningful learning experiences to achieve these goals. In terms of their contributions to school culture, eTwinning projects encourage student-centered learning environments, students' active roles in teams increase their cultural awareness and contribute to their awareness of digital citizenship rights. According to technology use skills; eTwinning projects aim to provide students with digital competence. Projects provide students with the opportunity to use various digital tools effectively and help students develop their skills in this area by actively using information and communication technologies. eTwinning projects play an important role in strengthening 21st century skills, increasing cultural understanding, encouraging student-centered learning and developing technology use skills. These projects support the transformation in education and help students and teachers become more equipped and versatile individuals. According to the participants' views, students thought about what steps they should take in the face of the difficulties they encountered in the projects and tried to find solutions. These experiences broadened their perspectives on real-life problems and made them aware of various issues. For example, in projects for stray animals, students' production of practical solutions such as building or feeding nests enabled them to become sensitive and solution-oriented individuals not only in the projects but also in their real lives. In addition, the projects developed skills such as time management, cooperation, planning and project management. While students worked to complete their projects within a certain period of time, they understood the importance of time and gained systematic working habits. In terms of their effects on creativity, the projects showed that students developed their problem-solving abilities and creative thinking skills. Students have produced new ideas by collaborating with peers from different cultures and perspectives. The role of eTwinning projects in education provides an important platform for students to develop global citizenship awareness. These projects provide students with the opportunity to collaborate internationally and develop their digital creativity skills. In conclusion, eTwinning projects are one of the effective examples of project-based collaborative learning approaches and provide a number of advantages to students, teachers, school culture and technology use skills in various aspects discussed in this research.

Examining the Effect of Collaboration Among Teachers on Innovative Work Behavior

Funda Doğan — Tue, 31 Dec 2024 00:00:00 +0300

This study aims to examine the effect of collaboration between teachers on innovative work behavior in schools. The research was conducted with a relational screening model. According to the results of the research; teachers' perceptions of school collaboration and innovative work behavior were above average. In the examination according to gender; teachers' school collaboration and innovative work behavior did not change according to women and men. In the examination according to marital status; teachers' school collaboration and innovative work behavior did not change according to married and single. In the examination according to age groups; teachers' school collaboration and innovative work behavior did not change according to age groups. In the examination according to service year groups; teachers' school collaboration and innovative work behavior did not change according to service year groups. Finally, there is a low-level, significant and positive relationship between teachers' perceptions of school collaboration and innovative work behavior. In addition, it is understood that teachers' perceptions of school collaboration significantly predict their perceptions of innovative work behavior in a positive way. In other words, a 100-unit increase in the participants' school collaboration dimension increases innovative work behavior by 32.5%.

Examining the Effect of Teachers' School Climate Attitudes on Classroom Management Styles

Filiz Bilek, Filiz Kafalı, Rabia Karabacak, Şerife Doğan, Zarife Delice — Tue, 31 Dec 2024 00:00:00 +0300

This study aims to examine the effects of teachers' perceptions of school climate on classroom management styles according to teachers' opinions. This study was conducted with a relational screening model. According to the research results; it is seen that teachers' perceptions of school climate and classroom management styles are above average. In the examination according to gender; male teachers' perception of classroom management is higher than female teachers. On the other hand, it was revealed that the perception of school climate does not change according to female or male teachers. In the examination according to marital status; classroom management styles and school climate scales do not change according to married or single status. In the examination according to educational status; in the general dimension of school climate, the perceptions of school climate of teachers with bachelor's degree were higher than those with postgraduate degrees. On the other hand, it was revealed that the perceptions of classroom management styles do not change according to bachelor's or master's degree graduation status. In the examination according to age groups; classroom management styles and school climate perceptions do not change according to age groups. In the examination according to year of service groups; classroom management styles and school climate perceptions do not change according to year of service groups. There is no statistically significant relationship between the participants' perceptions of school climate total scores and classroom management styles total scores. In addition, school climate total scores do not significantly predict classroom management styles total score perceptions.

Examining the Effect of School Principal Leadership on School Culture

Ergün Çınar, Sinan Aksoy, Cemil Çetinkaya, Merve Tekeli Aksoy — Fri, 03 Jan 2025 00:00:00 +0300

This study aims to examine the effect of school principal leadership on school culture. The study was conducted using a relational screening model. According to the results of the study; it is seen that school principals' leadership styles and school culture perceptions are above average. In the examination according to gender; male school principals' leadership perception is higher than females. Again, male school culture perception is higher than females. In the examination according to marital status; according to teachers' opinions, school principals' leadership styles and school culture perceptions do not change according to married and single status. In the examination according to age; according to teachers' opinions, school principals' leadership styles and school culture perceptions do not change according to age groups. In the examination according to years of service; according to teachers' opinions, school principals' leadership styles and school culture perceptions do not change according to service year groups. In the examination according to school level; according to teachers' opinions, school principals' leadership styles and school culture perceptions do not change according to schools at different levels. Finally, according to teachers' opinions, there is a high-level, significant and positive relationship between school principals' leadership styles and school culture perceptions. In addition, school principals' leadership styles significantly predict school culture total score perceptions. Accordingly, a 100-unit increase in the participants' democratic leadership sub-dimension increases school culture behavior by 48.6%. Again, a 100-unit increase in the participants' autocratic leadership sub-dimension increases school culture behavior by 18.1%.

Examining the Effects of Toxic Administrator Behaviors on Teachers' Classroom Management Style

Bayram Demiröz, Galip Kaynar, Hüseyin Aşçı, Samettin Demiröz, Veysel Bediz — Tue, 31 Dec 2024 00:00:00 +0300

This study aimed to investigate the effects of toxic administrator behaviors on teachers' classroom management styles according to teachers' opinions. The research was carried out with the relational screening model. According to the research result; it is seen that the general toxic leadership score average is 1.83±0.91. The general attitude score average of the teachers' classroom management styles is 3.29±0.43. As a result, it is seen that the toxic leadership perceptions of the teachers who participated in the research are well below the average and their classroom management style perceptions are above the average. In the examination according to gender, the toxic leadership and classroom management style perceptions of the teachers who participated in the research do not change according to being male or female. In the examination according to marital status, the toxic leadership and classroom management style perceptions of the teachers who participated in the research do not change according to being married or single. In the examination according to educational status, in terms of the general dimension of toxic leadership, the toxic leadership perceptions of teachers who are postgraduate graduates are higher than those who are bachelor's graduates. On the other hand, it was revealed that the perceptions of classroom management styles do not change according to bachelor's or master's degree status. In the examination according to age groups, in the general dimension of toxic leadership of the participants; Teachers aged 31-40 had a higher perception of toxic leadership than teachers aged 41-50 and 51 and above. There was no statistical difference between classroom management styles and age groups. In the examination according to the years of service groups, the toxic leadership perception of teachers aged 11-15 years was higher than teachers aged 20 and above in terms of the general dimension of toxic leadership. There was no statistical difference between the classroom management styles and years of service groups. On the other hand, there was no statistically significant difference between teachers' perceptions of toxic leadership total scores and classroom management styles total scores. In addition, teachers' perceptions of toxic leadership total scores did not predict their perceptions of classroom management styles total scores in any way.