Search

Purpose: The present study aimed to examine the relationship between the psychological contract, teachers' turnover intentions, and their cynicism behaviours. Research Methods: This study sample consists of 345 teachers in 24 schools, selected randomly from the schools at Gaziantep's Sahinbey and Sehitkamil district in the 2018-2019 academic year. The psychological contract Scale, Organisational Cynicism Scale, and Turnover Intention Scale were used to collect the data. Findings: According to the results of this study, the levels of teachers' adherence to the psychological contract were high, whereas the organisational cynicism and turnover intention levels were low. There is a negative relationship between adherence to the psychological contract and organisational cynicism and turnover intention. Additionally, there was a positive and statistically significant relationship between organisational cynicism and turnover intention. Implications for Research and Practice: Schools that meet teachers' expectations while actualising their own objectives will increase adherence to the psychological contract and prevent negative emotions and behaviours towards the school. It can be asserted that teachers will not feel the turnover intention and will work at the same school for longer periods since their commitment to the school will increase due to the lack of negative emotions.

The purpose of this study was to examine the opinions of teachers regarding the use of impression management tactics. Phenomenological pattern from qualitative research patterns was used in this study. The study group was comprised of 13 teachers working at the secondary schools in the province of Gaziantep during the 2017-2018 academic year. Semi-structured interview form was used in the study for data acquisition. Based on the findings obtained from the analyses. Teachers use different impression management tactics at school. The teachers expressed their opinions on constructing an impression that they will be successful at a task, avoiding considerations of incompetence, giving importance to friendly relations and being an exemplified employee by taking part in out of work hour tasks. It was determined as a result of the study that teachers use different tactics for generating the desired impression on others by using different tactics subject to cases and individuals and that they put in an effort to manage the impressions related with themselves. Teachers who take on important roles and responsibilities with regard to adding new knowledge, skills and values to themselves, students and society should generate a positive impression on individuals around them with their attitudes and behaviors.

The purpose of this study is to examine the relationship between the general self-efficacy perceptions of teachers and their political skill levels. The relational screening model method was used for this study. Data was collected from 358 teachers serving at primary and secondary schools in the city of Gaziantep in the 2017-2018 academic year. The research's data was collected through the "General Self-Efficacy Scale" and the "Political Skill Inventory". The confirmatory factor analysis was performed for each of the scales used in the study with the AMOS software. This was followed by descriptive statistics and correlation, and regression analyses with the SPSS program. Research findings indicate that teachers' general self-efficacy perceptions, as well as the interpersonal influence and apparent sincerity sub-dimensions of political skills are at a high level, while their social astuteness and networking abilities are at a medium level. As a result of the correlation analysis, it was found that the general self-efficacy had a significant positive relationship with the networking ability, apparent sincerity, social astuteness and interpersonal influence sub-dimensions of political skills. According to the stepwise multiple regression analysis results, the general self-efficacy predicts all the sub-dimensions of the political skills in a significant and positive manner. It can be suggested that teachers with high general self-efficacy perceptions have higher levels of political skills and are more likely to reach their goals by using their political skills with the people around them in the school environment. [This study was verbally presented at the 13th International Congress on Educational Administration.]

The purpose of this study was to measure shared leadership and positive psychological capital levels of teachers at schools and to examine the relationship between these two variables. Descriptive survey and relational research models were used in the study. The sample group of the study was comprised of 550 teachers working at primary and secondary schools at the Battalgazi and Yesilyurt central districts of the province of Turkey during the 2017-2018 academic year. The data were acquired via Shared Leadership Scale and Positive Psychological Capital. Descriptive statistics were calculated during the data analysis stage, correlation analysis and regression analysis were used. According to the results of the study, there is a correlation between shared leadership and the positive psychological capitals of teachers at primary and secondary schools. Shared leadership at primary and secondary schools predict the positive psychological capitals of teachers and all its sub-dimensions in a statistically significant manner. It was observed as a result of the study that shared leadership and positive psychological capitals of teachers are at a high level in primary and secondary schools. It was observed that shared leadership at schools increases the positive perspectives of teachers, their expertise, sense of trust, social characteristics, their resolve to struggle against difficulties and their hope for the future. It was observed that creating a school environment based on sharing, supporting the efforts of teachers, including them in decision making processes, ensuring that they effectively contribute to all development and change efforts in the school or the solution stages of a problem as well as working in cooperation to reach the goals of the school are important so that teachers as one of the most important elements of education develop a positive psychology.

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.)