Search

The aim of this study is to determine the level of informal communication seen in schools with multi-cultural personality characteristics according to the opinions of primary, secondary and high school teachers. The research was carried out in the descriptive relational survey model and the "informal communication in schools" scale was used as a measurement tool with multicultural personality characteristics of teachers. 2051 teachers in the official schools of Siirt province of the universe of the research constitute the sample of the research with a simple random sampling method selected by a total of 619 teachers. The data obtained from the study were organized in SPSS 21 and mplus 7, and the frequency tables, compliance statistics, descriptive factor analysis, validity and reliability analysis, confirmatory factor analysis, Mann Whitney U and Kruskal Wallis analyses were performed. According to the research findings, teachers have perceived that they exhibit cultural empathy and openness at a high level from multicultural personality traits. In addition, it was found that teachers have a perception that they use cultural empathy skills, which is a dimension of multicultural personality traits, more than other dimensions. Teachers have high levels of perceptions of the frequency of informal communication in schools; it was found that the positive results of informal communication were moderate and their perceptions for reasons of use were low. [ABSTRACT FROM AUTHOR]

Organizational depression is described as a state of inertia and being stuck across the organization, frequently failing to plan the future by individuals in the organization, absence of a vision among them about what to do in the future and making no effort. Organizational depression is a concept that negatively affects the organizational loyalty of the orgaznization's mermbers, reduces the motivation and creates difficulties throuhgh the process in succeeding. This research is considered necessary becasuse any research is not fonunded within the accessible resources in nor national neither international studies. In this respect the aim of this study is to determine if there has been any signifcant differences in the teachers' perception levels of the power types used by school administrators and the teachers' percepiton levels of organizational depressions regarding the gender, the homeland, the experience, the school type and the branch variables. Also it is aimed to determine the realitonship between the teacher perceived power types used by teacher perceived organziational depression levels. The study is in descriptive - screening model of the qualititive research methods. The universe of the research is consists of teachers working at pirimary, middle and high schools in Siirt province. For this purpose The Organizational Depression Scale and The Power Type Scale were applied to the teachers. The relationship between the personal characteristics and responses to the scales, as well as, the effect of the teacher perceived power types used by school administrators on the teacher perceived organizational depression levels were analyzed. As a result of study, there were significant differences at the teacher perceived reward power usage of administrators with respect to teachers' gender and homeland. Likewise there was also signifcant difference in the teacher perceived loyalty power usage of admıninistrators regarding teachers' experience. Similarly, there were significant differences in the teacher perceived mutual power usage and the teacher perceived charismatic power usage of administrators with respect to school types that teachers are employed. Moreover, there was a significant difference between the perception of teachers' organizational depression levels with respect to their branch and homeland and school types. Finally, significant relationships were detected in the relationship between the teacher perceived power types usage of school administrators and the teacher perceived organziational depression levels. Especially, teachers who perceived more cohersive power usage by administrator also perceived higher levels of organizational depression. On the other hand, teachers who perceived more mutual power, experience power, and loyalty power usages by school administrators, also perceived lower levels of organizational depression. [ABSTRACT FROM AUTHOR]