The purpose of this study is to examine the effectiveness of the career adaptability psycho-education program for first year students in the guidance and psychological counseling undergraduate program. This study has been carried out in a mixed method. First of all, the study has a quantitative feature. In the quantitative dimension of this research, quasi-experimental design with pretest-posttest measures and experiment and control group was used. In the qualitative dimension of the study, phenomenological design is used. The study group consisted of 16 girls in the experimental group (12 girls, 4 boys), determined by random assignment, and also 16 (11 girls, 5 boys) in the control group. Participants were selected through purposeful sampling method. Career Adaptability Scale, Career Adapt-abilities Scale and Career Adaptability Scale for Psychological Counselors were used in the research. In the study, Descriptive Statistics, Mann Whithney U and Wilcoxon Marked Ranks Test were used to determine the effectiveness of the program. When the results of the quantitative analysis were examined, the mean scores of the students in the experimental group in terms of total score of career adapt-abilities scale (Z = -3.52, p <0.01),, total score of career adaptability scale (Z = -3.41, P <0.01) and total score of career adaptability scale for counselors (Z = -3.52, p <0.01) for post-test were higher than pre-test’ scores. Furthermore, comparison of the both groups indicated that individuals in experimental group had higher scores from all scales than control group. The resulting career adaptability program has resulted in a positive contribution to the career adaptability of first-year students in the guidance and counseling program.

Keywords: career, adaptability, career adapt-abilities, psychological counseling

DOI : 10.16986/HUJE.2019050340 [HTML]

In 2008, the MoNE published the science specific field competencies; it is aimed to determine and guide the development targets expected of science teachers and prospective teachers. It is important that teachers adopt competencies and have high belief in their ability to practice them. Teachers' self-efficacy belief, which is used to explain the individual differences in teaching activities, is an important factor in designing active learning environment, directing students to research questioning and raising problem solving individuals. In this context, it is obvious that there is a relationship between self-efficacy and specific field competencies. In the literature review, it was determined studies on specific field competencies are not aimed at performance indicators and the most studies on self-efficacy are scale adaptation. This study aims to develop self-efficacy scales on science specific field competencies. The study was conducted with 366 science teacher candidates. The performance indicators selected from special field competencies were converted to scale items and a 35-item pilot scale was prepared. 21 items that were constructed and validated by exploratory and confirmatory factor analysis were included in the last scale. The internal consistency coefficient of the final scale is 0.88. It has been determined that the scale developed could be used by science teachers and prospective science teachers to identify their self-efficacy towards specific field competencies.

Keywords: Self-efficacy, science specific field competencies, scale development

DOI : 10.16986/HUJE.2019052872 [HTML]

Learning opportunities presented to students through various mathematical tasks can differ. Cognitive demand concept defines the degree of thinking, reasoning and problem-solving opportunities offered to students through a mathematical task. Over a class period, the cognitive demand of a mathematical task can change in set-up and implementation phases. Scaffolding, encouraging students to give explanations, justify, question and make comments, etc. are factors associated with the change in cognitive demand. These factors are also related to in-class mathematical communication. Therefore, cognitive demand of tasks can be affected from teachers’ task presentation, guidance provided, and environment created for mathematical discussions. From this point on, the study aims to explore the interactions between cognitive demand and mathematical communication during the enactment of a mathematical task. Employing a case study design, the study included two 4th grade teachers and their 37 students from a private school in İstanbul. Data from classroom observations were complemented with the researchers’ field notes. Results indicated that, cognitive demand and mathematical communication had a reciprocal relationship during enactment, and to achieve positive results with students, cognitive demand level of chosen mathematical tasks, guiding behavior of teachers and mathematical communication environment should be considered.

Keywords: Mathematical communication, cognitive demand, teaching mathematics, learning tasks

DOI : 10.16986/HUJE.2019056303 [HTML]

The aim of this study is to determine if competence for 21. century skills use differs according to various demographic variables of secondary school teachers from several cities in Turkey and several branches. The study was conducted via comparative survey research which is one of descriptive survey research model. Study group consisted of 506 secondary school teachers from different branches and who work different cities in 2017-2018 education term. “Teachers’ Use of 21. Century Skills Scale” which was developed by Orhan-Göksün (2016) to determine secondary school teachers’ competence for 21. century skills use and “Personal Information Survey” to identify the teacher related demographic variables which was developed by the researchers. Competence for 21. century skills use of secondary teachers was investigated according to gender, years of seniority, graduation faculty, the organization where s/he works etc. Many differences were detected in this context of this study. The finding of this study were hoped to be promote the literature in teachers’ competences and teacher training systems.

Keywords: 21. century skills, secondary school teachers, teacher training, teacher competences

DOI : 10.16986/HUJE.2019051590 [HTML]

The aim of this study is to analyze the relationship between prospective teachers’ motivation for teaching profession and prospective teachers’ sense of efficacy. This is a descriptive research in relational survey model. The participants of the study are 521 prospective teachers at Faculty of Education in Kastamonu University in the 2013-2014 academic years. As data collection instruments, “Teachers’ Sense of Efficacy Scale” and Teachers’ Motivation for Teaching Profession Scale” were used. Pearson product-moment correlation coefficients and multiple linear regression analysis were performed to analyze the data. When the research findings were evaluated, a significant and positive relationship was found between prospective teachers’ motivation for teaching profession and prospective teachers’ sense of efficacy at a moderate level. Prospective teachers’ motivation for teaching profession predicts prospective teachers’ sense of efficacy in a meaningful way. According to the research findings, it can be stated that prospective teachers’ motivation for teaching profession explains 17% of the total variance about prospective teachers’ sense of efficacy

Keywords: sense of efficacy, motivation for teaching profession, prospective teacher

DOI : 10.16986/HUJE.2019053943 [HTML]

In this study, it is aimed to investigate the relation between academic self-efficacy and academic procrastination tendency according to the perceptions of teacher candidates. The study, designed as a correlational research, has a total of 495 teacher candidates studying at state and foundation universities located in different states in Turkey. As data collection tools, the “Academic Self-Efficacy Scale” and the “Academic Procrastination Scale” were used. The findings were revealed that there is a significant, negative and moderate relationship between academic self-efficacy and academic procrastination tendency of teacher candidates. In addition, it has been found that while gender create significant differences on academic procrastination tendency, school type create significant differences on academic self-efficacy and department create significant differences on both academic self-efficacy and academic procrastination tendency. Moreover, it has been seen that demographic variables and academic self-efficacy of teacher candidates are statistically significant predictors of their academic procrastination tendencies. As the result of the study, it has been reached that academic self-efficacy is a significant predictor of academic procrastination tendency.

Keywords: academic procrastination tendency, academic self-efficacy, teacher candidates

DOI : 10.16986/HUJE.2019051688 [HTML]

The purpose of this study was to compare the Theory of Mind (ToM) skills and verbal working memory performances of children with visual impairments and sighted school-aged children. Participants of this study consisted of 40 children, 19 children visual impairments and 21 sighted children. In this study, ToM skills of the participants including first-order belief attribution, second-order belief attribution, and verbal working memory performances were examined. Verbal intelligence scores of the participants were matched to each other. Each participant was assessed via three different first-order belief attribution tasks and three second-order belief attribution tasks. In order to assess the verbal working memory performances of the participants, the Working Memory Scale for Children 5-10 years old was implemented. Study findings showed that there was no significant differences between the ToM scores of children with visual impairments and sighted children. In addition, the results indicated that children with visual impairments had higher verbal working memory scores than sighted children. In this study, there was no relationship between ToM skills and working memory performances of children. The research findings were discussed and suggestions for future research were recommended.

Keywords: Children with visual impairments, Theory of Mind, false belief attribution, working memory, verbal intelligence

DOI : 10.16986/HUJE.2019055869 [HTML]

The purpose of this study was to determine graduate and undergraduate students’ online information search strategies (OISS) and their relationships with some educational variables. For this purpose, survey method was used. Participants of this research were 1006 undergraduate and graduate students from Turkey who filled the online survey. For measuring students’ OISS, “Online Information Search Strategies Inventory” was utilized. Results showed that students level of OISS development were intermediate. Students reported most confident in “control” strategy which included skills for manipulating the online applications. Moreover, the results indicated that students were least confident about developing a skill to avoid disorientation. The causes of disorientation even though students knew how to use Internet for searching, were investigated by examining the interactions between strategies. The findings revealed that disorientation was mostly linked to problem solving. Additionally, it was concluded that students, who were confident in metacognitive information search behavior, were also confident in other information search skills. Considering GPA, the study results showed that students with high GPA tended to have better OISS than those who had low GPA. It was also found that OISS changed with education level, major and required online information search for school work. Limitations and future studies were discussed.

Keywords: Computer assisted information systems, Online information search strategies, Postgraduate Students, University students, Internet

DOI : 10.16986/HUJE.2019051147 [HTML]

The purpose of this study was to examine the empirical studies on teacher burnout between 2000-2017. This study was designed as a systematic review examining 33 studies included in EBSCO, ERIC, SCOPUS and ULAKBIM databases and conducted in the Turkish context. The results revealed that a set of organizational and individual variables were associated with teacher burnout. The individual variables related to teacher burnout were self-efficacy beliefs, positive feelings and views, excessive control or suppression of feelings and views, a personality type prone to emotional imbalance, high level of external locus of control, having unrealistic expectations about education and school, monitoring teacher behaviours, and age. Organizational variables were job satisfaction, perceived administrative support, an environment of cooperation, support and trust, deviant student behaviours, and school climate. In this regard, the results of the study showed that teacher burnout was a construct associated with a set of both individual and organizational variables.

Keywords: Burnout, empirical study, systematical review

DOI : 10.16986/HUJE.2019054890 [HTML]

The purpose of this research is to determine the relationship among chronism, silence and cynism in educational organizations. The Cronizm scale developed by Turhan (2014), the Cynism Scale developed by Vance, Brooks and Tesluk (1995) and adapted to Turkish by Güzeller and Kalağan (2008) and the Silence Scale developed by Dyne, Ang and Botero (2003) were used as data collection tools in this research. According to the findings obtained from the research; it is determined that teachers' perceptions of chronism, silence and cynism are at a level that cannot be underestimated. Moreover, in educational organizations, the result of the perception of chronism is a meaningful predictor of organizational silence and cynism levels. In light of these results, proposals have been presented to policy makers and practitioners.

Keywords: Chronism, Organizational Silence, Organizational Cynicism

DOI : 10.16986/HUJE.2019049147 [HTML]

The aim of this research is to develop a valid and reliable scale that includes school principals’ generative leadership behaviors and the expressions defining these behaviors. This scale development study is based on the evaluations of the teachers about the generative leadership behaviors of the school principal. As a result of the literature review, a pool of 4-point Likert-type items was prepared to consist of a hundred items and presented to the opinion of nine experts. After the evaluations, the content validity ratios were determined by using the Lawshe technique and after excluding 38 items, the scale item draft form was created by using the remaining 62 items. The draft item form was carried out as a pilot scheme to a group of 50 teachers. The final general practice was applied to 442 teachers working in various school types on the Anatolian side of Istanbul using the online and printed forms in October-November-December 2018. For the validation studies of the scale, the factor loadings of the items of the scale were determined by applying the Exploratory Factor Analysis. First, a four-factor structure emerged, followed by varimax rotation to obtain a two-factor structure. After the Varimax technique, it was observed that some of the items received more than .30 load and over from more than one factor and the items having a load difference less than .100 were excluded from the scale. In this process, a total of 35 items were excluded from the scale and a scale with two factors named “Revealing Creative Dynamics” and “Innovation Generating Capacity” and consisting of 27 items which explain 68.517% of total variance was obtained. Subsequently, Confirmatory Factor Analysis was performed and then the study proceeded to reliability analyses and Cronbach’s Alpha and Composite Reliability values were calculated. After that, the distinctiveness of the scale was examined by using the Independent Samples T-Test. Again, using Pearson analysis, the item-total and item-remainder correlations and the correlations between subscales and total scores of the scale items were calculated. All values obtained prove that the scale is valid and reliable.

Keywords: Leadership, Leadership Types, School Principals, Generativity, Generative Leadership

DOI : 10.16986/HUJE.2019052441 [HTML]

The goal of the current study was to investigate whether the university students’ resilience level was predicted by their general self-efficacy beliefs and body images. The study group consisted of 569 university students, 324 female (%57) and 245 male (%43), aged from 17 to 24, studying in preparatory schools of various universities in different cities in Turkey. In the study, the Short Resilience Scale, the General Self-Efficacy Scale, the Body Image Scale and the Demographic Information Form were used as data collection tools. Data were analysed with Multiple Regression Analyses and Independent Samples T-test methods. Findings of the study revealed that general self-efficacy beliefs and body images were significant predictors of resilience levels of students. Besides, boys rated higher average scores in comparison to the girls; thus, general self-efficacy beliefs, body image and psychological resilience of boys were more positive than girls. The findings of the study were discussed in the light of relevant literature and recommendations were offered.

Keywords: psychological resilience, general self-efficacy, body image.

DOI : 10.16986/HUJE.2018044245 [HTML]

ABSTRACT: It’s aimed to research the PIAAC 2015 skills of adults, to determine the variables that influence the literacy skills, to reveal the relationship between literacy skills and the other variables and to assess the education which given to the adults in the context with the outputs of Turkish National Education System in this study. The research is designed in a survey model and analytical method. The sampling of the study is consisted from randomly selected stratified 5199 households. Arithmetic mean, standard deviation, t - test, one way variance analysis, correlation analysis and CHAID analysis were used in the analysis of the data. According to the results that obtained from the research it’s found that PIAAC Literacy skills performance of Turkey is lower than the OECD average that high level skills could not performed and there are more accumulation for proficiency of the lower levels. In addition, it’s manifested that literacy scores of adults have significant differences according to gender, age and educational level. There are significant relationship on positive direction and middle level between literacy skills with education level; on negative direction and middle level with age group; on positive direction and lower level with education level of parents, number of books in household and annual earning and on negative direction and middle level with computer using. Level of education is found as the most powerful predictor variable according to the CHAID analyse which was performed to determine the variables that influence the literacy skills. The quality of the education which was given the adults is assessed in the research in subtle way and it’s revealed that the quality problems of Turkish National Education System are still remained. It is supposed that the research could give clues for the manifestation of the outputs of Turkish educational system to the policy makers in education, senior decision-makers in education and the researchers.

Keywords: PIAAC, skills of adults, literacy skills, quality of education, CHAID analyse

DOI : 10.16986/HUJE.2019053682 [HTML]

You The purpose of this study is to investigate whether happiness of teachers change according to resilience, sex, marital status, task area, service period, student number in the school and the position of reading book variables or not.The sample of the research is composed of 409 (169 women (%41.3), 240 men (%58.7)) teachers who work in secondary schools in Battalgazi district of Malatya. “Personal Information Form”, “The Oxford Happiness Questionnaire Short Form-OHQ-SF” and “The Brief Resilience Scale (BRS)” were applied to teachers in the research. T-Test for dual variables and ANOVA Statistics Technique and LSD Technique for multiple variables were used in the analyses. According to the result of the research; it was seen that there is no significant difference for happiness in terms of sex, marital status, task area and service period variables. It was determined that there is a significant relation between happiness and the position of reading book and student number in the school variables. It was concluded that there are 48 correlation relation between resilience and happiness, besides resilience predicts %24 of happiness. The results of the research were discussed in accordance with the relevant literature and the suggestions were offered.

Keywords: happiness, resilience, teacher

DOI : 10.16986/HUJE.2018046021 [HTML]

The research was conducted in the form of Case Study Design from Qualitative Research Approaches and conducted with nine science teachers working in the provinces and districts of Ankara in the fall semester of 2016-2017 academic year. When determining the sample, sample of easy-to-reach sampling method was used among objective state sampling methods. The study was completed for two weeks with the teachers in the fall semester of the relevant education year, and eight weeks in total. By using descriptive and content analysis method, a thematic framework was created in this process, the data were divided into different headings and then compared and analyzed. Code lists were created. Many PISA and TIMSS studies are confronted when field type is scanned. If the solution is thought to be focused, it is inevitable that much more research on the lack of Science education in the country should be done. The aim was to use qualitative research methods with science teachers and to make proposals to improve science education at the end of the research. The opinions of the teachers on the mentioned topics were determined by the interview form prepared by the researcher and the findings were presented with necessary solutions.

Keywords: Science, qualitative research, teachers' views of science, proposal to improve science education, TIMSS ve PISA.

DOI : 10.16986/HUJE.2019053058 [HTML]