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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]

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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 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]