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Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Sports Education / Spor Eğitim Dergisi is the property of Journal of Sports Education / Spor Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Son yıllarda bireylerin bilinçli ve sorumlu finansal kararlar verebilmesi için finansal okuryazarlık eğitimi konusu gündeme gelmektedir. Teknolojik ve ekonomik gelişmelerin beraberinde getirdiği finansal ürün çeşitliliğini, karmaşıklığı ve derinliği finansal okuryazarlık eğitimi ihtiyacını artırmaktadır. Nitekim bireylerin finansal konularda doğru kararlar alabilmesi için bu konuda yeterli bilgi ve farkındalığa sahip olmaları gerekmektedir. Bu çalışmada öncelikle finansal okuryazarlık tanımı ve boyutlarına yer verilmiştir. Erken dönemlerde finansal farkındalığın nasıl geliştiği konusunda literatürden örnekler sunulmuştur. Finansal okuryazarlık konularının matematik eğitiminde hangi bakış açılarıyla ele alınabileceğinden söz edilmiştir. Matematik öğretme ve öğrenme ortamlarında finansal okuryazarlık ile ilgili yapılan çalışmalardan örnekler sunulmuştur. Finans Eğitimi Standartları Entegreli Matematik Modeli (FESEM modeli) önerilmiş, bu modelin programda nasıl yer alabileceği konusunda önerilerde bulunulmuştur. Son olarak, finansal konuların matematik eğitimine dahili konusundaki uygulamaların ve araştırmaların neler ve nasıl olabileceğine dair önerilerde bulunulmuştur.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Çalışmanın amacı okulların örgütsel narsizm düzeyleri ile öğretmenlerin okul iklimi algıları arasındaki ilişkinin incelenmesi ve bu ilişkinin demografik değişkenler açısından anlamlı farklılık gösterip göstermediğinin değerlendirilmesidir. Rize’nin Çayeli ilçesinde ilkokul ve ortaokullarda görev yapan 233 öğretmen araştırmanın çalışma grubunu oluşturmaktadır. İlişkisel tarama modelinde desenlenen araştırmanın verilerinin toplanmasında “Örgütsel Narsizm” ve “Okul İklimi” ölçekleri kullanılmıştır. Analiz sürecinde SPSS programı kullanılarak, korelasyon ve regresyon analizleri gerçekleştirilmiş ve t- Testi, Tek Yönlü Varyans Analizi (ANOVA); Mann Whitney U testi, Kruskal Wallis H testi yapılmıştır. Verilerin analizi sonucunda, öğretmenlerin örgütsel narsizm düzeyleri ile okul iklimi algıları arasında pozitif yönlü orta düzeyde anlamlı bir ilişkinin varlığı tespit edilmiş ve örgütsel narsizmin okul ikliminin anlamlı bir yordayıcısı olduğu sonucuna varılmıştır.

Ders kitapları, öğrenme etkinliğindeki temel yapısıyla öğrencilerin gelişim sürecinde önemli bir değişkendir. Türkçe ders kitapları işlevsel bir ortam hazırlayıcı olarak eğitsel sürecin şekillenmesinde başat rol oynar. Gelişim çağında olan ilkokul ve ortaokul öğrencileri, Türkçe ders kitaplarında bulunan öykülerdeki kahramanlar ile özdeşim kurmaya yönelirler. Dolayısıyla Türkçe ders kitaplarında yer alan öykülerdeki kişilerin taşıdığı karakter özellikleri belirleyici önemdedir. Bu çalışma, Millî Eğitim Bakanlığı tarafından yayınlanan 1, 3, 5, 6, 8. sınıf Türkçe ders kitapları ile Dikey Yayıncılık tarafından hazırlanan 2, Doku Yayıncılık tarafından hazırlanan 4, Ez-De Yayıncılık tarafından hazırlanan 7. sınıf Türkçe ders kitaplarındaki öykülerde bulunan kişilerin Sever (2007) tarafından belirlenen karakter özelliklerine göre incelenmesini içermektedir. Bu araştırma, nitel araştırma geleneğine dayalı bir doküman analizi çalışmasıdır. Verilerin çözümlenmesinde betimsel analiz yaklaşımı benimsenmiştir. Araştırma sonucunda ilkokul ve ortaokul Türkçe ders kitaplarında bulunan tüm öykülerdeki (52) karakterlere bakıldığında incelenen 260 karakter açıklık ve kapalılık yönünden %13,46’sı açık, devingenlik ve durağanlık yönünden ise %11,53’ü devingen karakter özellikleri gösterdiği tespit edilmiştir. İncelenen 52 öykünün 24’ünde açık karakter özellikleri taşıyan kişiye, 28’inde ise devingen karakter özellikleri taşıyan kişiye yer verilmediği görülmektedir. Bu durum çocuklar için olumsuz sonuçlar oluşturabilecek bir nitelik taşımaktadır. Çalışmada ulaşılan sonuçlara dayalı olarak bir dizi öneri getirilmiştir.

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the opinions of school administrators about the educational problems faced by immigrant children at primary and secondary level in Ankara. Qualitative research method and phenomenology design was used in the study. Maximum diversity and criterion sampling were used for purposeful sampling which is one of the random sampling methods. In order to collect the research data, 35 school administrators working in schools connected to the central districts of Ankara were interviewed in the 2018-2019 Fall Semester. Content analysis was used to analyze the views of the participants about the problems of immigrant students. In the analysis of the interview texts, the appropriate themes, categories and codes were put forward in tables with the conceptual framework. Language-communication problems of immigrant students, family structures are different and complex, dependence on street life, incompatibility between immigrant students, cultural differences unwanted, psychological situations, financial impossibilities, crowded population, child labor, unrelated and uneducated family, nutrition, shelter, health and cleanliness problems, sending students to school to get help, difficult in adapting to the Turkish education system, lack of belonging, and not being able to survive war trauma are among the main problems identified. It is recommended to include immigrant students in the adaptation program, to provide rehabilitation support to families and children whose psychology is impaired due to trauma, to prevent child labor and to meet basic needs. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Educational Research Journal / Akdeniz Eğitim Araştırmaları Dergisi is the property of Turkish Educational Research Association (TERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the development of primary and secondary formal education in Rize between 1950 and 1980. There were 150 primary schools and 5 secondary schools in Rize in 1950. A total of 14,119 students were studying in these schools. By 1980, the number of primary schools increased by three times, the number of secondary schools increased by thirteen times, and the number of students studying at these schools increased by 5 times. In the course of time, serious progress was made in the education of the province. The country average was almost caught in the first level education. However, it was far below the national average in secondary and high school education. In addition, the general average was not reached in the rates of literacy and female students. Although the deficiencies of teachers, equipment and school are considered as the reasons for not being able to reach the desired level, when the country conditions are considered, it is seen that many provinces suffered from similar deficiencies. Therefore, it is understood that the real reason is that the people in Rize did not attach much importance to education. Migration and starting business life at an early age due to economic reasons are important factors of the abovementioned fact. Another important reason is that the public did not favor females' studying. In this study, first hand sources, mainly TUIK data, were used. [ABSTRACT FROM AUTHOR]

The purpose of this study was to adapt a scale for intercultural understanding of primary and middle school teachers (ICU) to Turkish and Turkish culture and to examine ICU. The study was designed as multimethod quantitative research and conducted in two-sequential stages. Firstly; Denson, Ovenden, Wright, Pradies, and Priest's (2017) ICU scale used in Australia was adapted into Turkish and Turkish culture. The data were collected from teachers and analyzed for validity and reliability. Secondly, the data from 391 primary and middle school teachers in Kilis were collected and analyzed. According to the findings, teachers had higher level of intercultural understanding and the teachers having abroad experience or international friends had more positive intercultural understanding. It is recommended that the study should be conducted on different samples and to be integrated with the results of this study. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to reveal the reasons for mobbing, find out the perception levels of mobbing coping methods of primary and secondary school teachers. The study universe of this research which is done in the descriptive survey model is primary and middle school teachers working in Yesilyurt and Battalgazi, the central districts of Malatya. The randomly selected sample is composed of 153 teachers voluntarily participating in the research. Workplace mobbing survey was used to collect data in the research. As a result of the survey, it was seen that the participants' perceptions of mobbing were not caused by the victim, but by the school climate or culture and that the foreground expressions in coping with the mobbing were changing schools and not paying attention to those who did harmful behaviors. [ABSTRACT FROM AUTHOR]

Bu çalışmanın amacı, ilk ve ortaokullarda görev yapan öğretmenlerin algılarına göre okulun bürokratikleşme düzeyi ile öğretmen profesyonelliği üzerindeki etkisini incelemektir. Bu amaçla, öğretmenlerin okullarının bürokratikleşme düzeyi ve profesyonelliklerine ilişkin algı düzeylerine; öğretmenlerin algılarının kıdem, görev, sendika üyeliği değişkenlerine göre anlamlı farklılık gösterip göstermediğine; bürokratikleşme düzeyinin öğretmen profesyonelliğini ve alt boyutlarını etkileyip etkilemediğine bakılmıştır. Araştırma, tarama modeli benimsenerek gerçekleştirilmiştir. Araştırmanın örneklemini Antalya ili merkez ilçelerinde bulunan ilk ve ortaokullarında görev yapan 515 öğretmen oluşturmaktadır. Araştırmanın verileri, “Okulların Bürokratik Özellikleri Ölçeği” ve araştırmacı tarafından geliştirilen “Öğretmen Profesyonelliği Ölçeği” aracılığıyla toplanmıştır. Araştırma sonuçlarına göre, öğretmenlerin çalıştıkları okulların bürokratikleşme düzeyine ve profesyonelliklerine ilişkin algıları “yüksek” düzeydedir. Öğretmen algılarına göre okullarının bürokratikleşme düzeyi, profesyonelliğinin tüm alt boyutlarını anlamlı şekilde yordamaktadır.

İlkokul ve ortaokullarda eğitim-öğretim hayatını sürdüren öğrencilerin velilerine yönelik yapılan bu çalışma, velilerin bu okullardan ne tür beklentiler içerisinde olduğunu ortaya koymayı amaçlamaktadır. Eğitimin diğer sosyal kurumlarla - ekonomi, siyaset, kültür- olan girift etkileşimi ve eğitimin bu kurumlar açısından yaşamsal değere sahip olduğu gerçeği, eğitim sistemleri üzerine araştırma yapmayı gerekli kılmaktadır. Eğitim sistemimiz içinde yer alan İlk ve ortaokullar, tarihsel süreçte devlet kurumunun beklentileri çerçevesinde şekillenmiş ve halkın bu okullardan beklentileri dikkat dışı tutulmuştur. Araştırmanın evreni, 2009 – 2010 eğitim ve öğretim yılının ikinci döneminde Osmaniye İli Merkez ilçede bulunan 677 veliden oluşmaktadır. Bulgular, velilerin ilk ve ortaokullardan beklentilerinin, çocuğunun sosyal ve iyi bir iletişim kurma becerisine sahip, özgüven ve sorumluluk sahibi, karakterli ve kendini gerçekleştiren birey olarak yetişmesi, kaliteli eğitim veren bir ortaöğretim kurumuna yerleşmesi ve iyi bir meslek sahibi olması ekseninde yoğunlaştığını göstermektedir.

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the biggest problems of the educators who carry games to classrooms is not being able to evaluate games in the viewpoints of children. The issue of whether children see games as a tool or as a purpose may contribute to the use of games in educational environments. Is a game an activity or a means for socializing for a child? Is it an individual activity or a group activity? Is it a free time activity or does that mean being active? The answers to these questions that will be given by children will enable us to explain games in a detailed manner in hypothetical terms and organize more planned activities for using games in educational environments. On this context, the purpose of the present study is to examine the perceptions of primary school 4th grade and secondary school 5th-6th grade children towards their games. The study was conducted with 231 students studying at primary and secondary schools located in the city center of Erzincan. During the course of the study, the "Children's Perceptions of Their Play Scale (CPTP)" was employed. The scale was developed by Barnett (2013) and was adopted into Turkish by the authors of the study. It may be claimed that games are considered as being social and dealing with something by the students studying at the 4th grades of primary schools and 5th-6th grades of secondary schools, who participated in the study. Among the reasons stated by the students for playing games "To Entertain" was in the first place; and "I play games to learn" ranked the last. The meaning of a game activity was "Active Play" for children, who stated that they played games "To Learn Something". Among the results of the study, the participating students stated that they did not like being passive during their learning processes. It was also determined in the study that students prefer playing games in groups more, these preferences of theirs change according to the grade variable, and the majority of children cannot decide on their games and on what to play. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the perceptions of the concept of migration for 4th, 5th, 6th and 7th grade students through metaphors. This research was designed as a phenomenology of qualitative research methods. The study group were determined according to criterion sampling method which is in purpose sampling methods. The study group is consisted of 37 fourth grade, 37 fifth grade, 46 sixth grade, 80 seventh grade students totally of 200 students. In this study, interview form consisting of one open-ended questionnaire was used as data collection tool. It was requested that the "Migration like........ Because........." statements on the form should be answered and the metaphor should be expressed in painting or caricature from participations. For the analysis of the data, content analysis was used. As a result of research, totally 53 metaphors related to the concept of migration were formed. These metaphors were collected totally under six categories. The most formed metaphors are respectively; bird (37), to move (31), to go (19), stork (19). Generally, the concept of immigration has been expressed by students with negative metaphors [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The newly established states have sought to raise generations of their own values. After the success of the National Struggle in Turkey, it was aimed to raise generations to which the national values belonging to the Republic are embraced. In the Republican Period, the places where national values were transferred were primary and secondary education institutions. For this reason, the curriculum of schools has gained a special importance in transferring national values in primary and secondary education. In this study, the curriculum of the first elementary, secondary and high school curriculum was examined during the eleven-year education period after the Republic's announcement date. In this context; a) Overview of the 1924 Primary School Curriculum, b) Courses in the 1924 Secondary School Curriculum, c) Courses in the 1924 High School Curriculum Within the scope of the research, the data was collected by analyzing the documents and evaluated according to the education level. [ABSTRACT FROM AUTHOR]

Copyright of Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main goal of this research is to identify the mobbing behavior to teachers who teach at primary schools and elementary schools in Kilis -city center- in Turkey and to state the cause of these kinds of behaviours according to variables such as age, gender, seniority, marital status, type of school, academic background etc. The population of the research consists of the teachers working at primary and secondary schools in 2013-2014 education year. With random sampling method, 377 teacher were chosen. The data was collected with interviews conducted to teachers. According to the results, teachers are mostly exposed to mobbing behaviours such as: "Ignoring teachers' ideas", "Witholding the information related to teachers' success", and "Spreading gossip and rumours about teachers". If the type of the school is taken into consideration, it can be concluded that elemantry school teachers are exposed to mobbing more than primary school teachers. It is found out that single teachers are more exposed to these kind of behaviours than married ones. Teachers working at the same school for 9-12 years seem to be experiencing these behaviours more often than others with different working durations. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)