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Servant leadership is a contemporary theory of leadership that includes the principle that leaders should serve their followers and focus on the needs of their subordinates rather than their own. Servant leaders serve as a role model, inspiring trust, informing, providing feedback and resources. On the other hand, the achievement of an organization's purpose, which is the reason for its existence, depends, first of all, on the health of that organization. A healthy organization is one where people want to stay and work. Employees in healthy organizations are people who are devoted to their organizations, willing and believing that they will be successful. Employees are proud of the organizations they work for, they are useful and effective in the organization. Life satisfaction, on the other hand, can be defined as the situation or result obtained by comparing one's expectations with what they have, the sum of beliefs and evaluations about life and a general evaluation of one's life in line with the criteria determined by the person himself. The aim of this study is to determine the relationship between school principals' servant leadership behaviors, schools' organizational health and teachers' life satisfaction according to teacher perceptions. The research is a quantitative study designed in correlational survey model. The sample of the research consists of 542 teachers working in primary schools in the center of Mardin and its districts, which were selected by simple random sampling method. In the study, the data were obtained by means of Servant School Leadership, Organizational Health and Life Satisfaction scales. The data obtained from the teachers were analyzed by the correlation analysis technique. As a result of the study, it was determined that there is a positive and moderately significant relationship between the servant leadership behavior of the school principals and the organizational health of the school and the life satisfaction of the teachers. [ABSTRACT FROM AUTHOR]

The aim of this research is to adapt the Commitment Scale developed by Meyer, Allen and Smith (1993) to Turkish language. Because of the incompatibilities and complexities related to validity and reliability encountered in the scale adaptations in the literature it has been decided to make the adaptation again. As part of the adaptation process of the scale, first, translation studies were carried out from English to Turkish and vice versa. Preliminary application form has been prepared in accordance with the expert opinion by comparing the existing translations in the literature. The forms were applied to a group of teachers to test their comprehension and then the actual practice was started. The results of the exploratory and confirmatory factor analysis within the scope of the validity studies of the 226 teachers showed that the original structure had the same structure and validity in the Turkish form. In addition, Anti-image Correlation Matrix values, which are one of the criteria used to decide whether or not each item will stay in factor analysis, showed that it can be found in factor analysis by taking values above expected values. The results of the reliability studies, Cronbach Alpha and item total correlation values, also exceeded the expected values, indicating that the scale is a reliable measurement tool. As a result of the validity and reliability analyzes, it was determined that the scale is a valid and reliable tool that can be used in determining the perceptions of the teachers in the schools of the Ministry of National Education in Turkey related to "Organizational Commitment". [ABSTRACT FROM AUTHOR]

The aim of the research is to determine the teachers' perceptions working in public secondary schools toward their headmasters' paternalistic leadership behaviours. Descriptive survey research method was applied. The sample of the research consists of 261 teachers in 20 secondary schools selected by random sampling method in Mardin city center during 2016-2017 academic year. The data of the research were obtained by using the "Headmasters' Paternalistic Leadership Behaviours Scale" developed by Dağlı and Ağalday (2017). The meaningfulness level was taken as .05. The following findings were acquired after the analysis of the data: The overall average of teachers' perceptions toward their headmasters' paternalistic leadership behaviours was found at "strongly agree" level. According to teachers' perceptions, the paternalistic leadership behaviour that headmasters exhibit at the lowest level was "to use their authority for their personal benefit" while the behaviour that headmasters exhibit at the highest level was "to protect their teachers from outside and unfair criticisms". There was a significant difference between the teachers' perceptions toward their headmasters regarding the dimension of "benevolent leadership" concerning two variables, namely "union membership" and "gender". Based on the findings, suggestions were developed both for the practitioners and researchers. [ABSTRACT FROM AUTHOR]

The purpose of this study was not only to reveal elementary school teachers' perceptions regarding elementary school principals' distributed leadership behavior, teachers' motivation levels and teachers' creativity levels but also to determine the relationship between elementary school principals' distributed leadership behavior and teachers' levels of motivation and creativity. The study was carried out with the survey and relational survey model. For the analysis of the participants' views about elementary school principals' distributed leadership behavior and about teachers' levels of motivation and creativity, mean scores and standard deviations were calculated. In order to determine the relationship between elementary school principals' distributed leadership behavior and teachers' levels of motivation and creativity, correlation analysis was conducted. The results revealed that the elementary school teachers' perceptions were at the level of "I almost completely agree" regarding the distributed leadership behavior of the elementary school principals, at the level of "I almost completely agree" regarding the elementary school teachers' levels of motivation and levels of creativity. In the study, a moderate level of positively significant relationship was found between the elementary school principals' distributed leadership behavior and the teachers' levels of motivation and creativity. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the validity and reliability of The Satisfaction with Life Scale in Turkish Language, which was developed by Diener, Emmons, Larsen ve Griffin (1985). Original scale is in English and consists of 5 items with one dimensional structure. For adaptation; first, the original scale is translated into Turkish Language, then assessment and evaluation experts are consulted for their opinions regarding the language and meaning. Some changes are made based on the suggestions from the experts and the scale is applied to a group of teachers between a two-week interval to see whether the Turkish form suggests the same meaning as the original English form does. To test the consistency of the scores for two scales, the Pearson product-moment correlation coefficient is used and found as 0.92. Based on this finding; a strong, positive and significant relationship is found between Turkish and English versions of the scale. After ensuring the linguistic equivalence the scale is applied to 200 public primary school teachers working in the city center of Diyarbakır. Cronbach Alpha coefficient for internal consistent is found as 0.88 and test-retest reliability as 0.97. As a result of the validity and reliability analysis, it is found that the scale is a valid and reliable instrument to determine the life satisfaction perceptions of teachers working at the schools of Ministry of Education in Turkey. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the validity and reliability of Organizational Dissent Scale in Turkey, which was developed by Kassing (2000). Original scale is in English and consists of 18 items with two dimensional structures. For adaptation; first, the original scale is translated into Turkish language, then assessment and evaluation experts are consulted for their opinions regarding the language and meaning. Alterations are made based on the suggestions of the experts and the scale is applied to a group of teachers two weeks later to see whether the Turkish form suggests the same meaning as the original English form. To test the coherence of the scores for two scales, the Pearson product-moment correlation coefficient is used and found as .976. Based on this finding; a strong, positive and significant relationship is found between Turkish and English versions of the scale. Linguistic equivalence ensured scale is applied to 200 primary school teachers working in the city center of Diyarbakır. Cronbach Alpha coefficient for internal coherence is determined as .849 and test-retest reliability as r=.84 (p=000). As a result of the validity and reliability analysis, it is found that the scale is a valid and reliable instrument to determine the organizational dissent perceptions of teachers working at the schools of Ministry of Education in Turkey. [ABSTRACT FROM AUTHOR]

The research was conducted to find out the types of dissident behaviors of the teachers in secondary schools against-school administration. General scanning model is applied. The research population consisted of teachers working in the public secondary schools located in the city center of Mardin in the 2011-2012 academic years. Randomly selected 191 teachers are included in the research sample. The data was collected through a questionnaire of 17 items taken from "Types of Dissident Behaviors" section of "Scale of Organizational Dissent" developed by Özdemir (2010). The results derived from the datum are (1) teachers "rarely" dissent against administrators. Teachers mostly dissent with (2) A significant difference is not determined between the mean of opinions related to teacher's dissent against administrator, regarding education level, seniority, gender, union membership, the number of teachers in the school. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the perception of primary inspectors regarding teacher behaviours in the classroom environment during the first segment of elementary education. Therefore (1) the perception of primary inspectors regarding teacher behaviourshin classrooms in the first segment of elementary education; whether this perception makes significant difference due to the level of education, seniority and gender and (2) teachers' behaviours in the classroom environment were investigated.,. for data collection 261 primary school inspectors working in the directories of education in some provinces of the following cities:Adıyaman, Batman, Diyarbakır, Gaziantep, Kilis, Mardin, Siirt, Şanlıurfa ve Şırnak in South-east Anatolian Region of Turkey during the academic years of 2008-2009. Surveys were applied on 210 inspectors in these cities, however only 188 surveys wereevaluated. In the research a questionnaire of 27 items with the title "Scale of Teacher Behaviours Within Classroom" was used and developed by Büyüköztürk, Kılıç, Karadeniz and Karataş (2004). For analysis of the datum T-test, variance of analysis (one-way) and Scheffe test were used. Meaningfulness level was taken as 0,05. After the analysis of datum some important results can be specified in this way: (1) Depending on the level of education and seniority variables, a significant difference is determined among perceptions of primary school inspectors regarding the teacher behaviours in classroom environments in the first segment of elementary education. (2) The general average point of the perception of primary school inspectors regarding teacher behaviours within classrooms in the first segment of elementary education is in "sometimes" level. (3) The inspectors agreed with the statement "They guide their students to see their own mistakes about subjects they misunderstood" the most, on the other hand they agreed with the statement "They permit students to determine learning methods by themselves " the least about teacher behaviours within classroom. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the second level of primary school teachers' opinions regarding the most frequently encountered discipline problems in the classrooms and the most common discipline techniques used to deal with these problems.. A random sample of 720 second level teachers serving in 43 schools was selected from the population. The data were collected by means of two parts of questionnaire titled "Student Discipline Problems in the Classroom" and "Discipline Techniques Used to Deal with Discipline Problems", which was designed by Aksoy (1999). The data were analyzed by employing descriptive data analysis procedures including percentages, mean scores and Chi-square test. Study findings are as follows: Among teachers' opinions about the most frequently encountered discipline problems in the classrooms and the most common discipline techniques used to deal with these problems, there were significant differences depending on their teaching experiences and genders. The three most frequently encountered discipline problems to be identified were talking without permission, complaining about classmates and disruptive / excessive talking; the top three techniques used to deal with students' disruptive behaviors identified were warning students through body language, talking to the student after class and redirecting the student attention. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the perception of general high school teachers about "their own principals on learning leadership behaviour" in public high schools. Therefore, a questionnaire was administered to 518 teachers who were working at the city center of Diyarbakır, Batman, Malatya and Kilis. As a result of data analysing process, as a whole, it was established that the principals indicated the learning leadership behaviours at the level of "sometimes" according to teachers' perceptions. According to classification of teachers in accordance with their genders and subject-fields (mathematics-natural sciences and social sciences), there is no significant difference betwen perceptions of learning leadership behaviour of secondary school principals. However, on the matter of learning leadership behaviour of principals, there is a difference between teachers having work experience of 6-10 years or 11-15 years. In the research, according to perceptions of teachers, the highest degree of behaviour that principals demonstrate is "to give importance to increase in success of students". The lowest degree of behaviour is "constitute a competition between teachers with a formation of reward system and separates teachers who learn and who do not". [ABSTRACT FROM AUTHOR]