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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 RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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.)

Achievement in primary school science courses has always been a field of interest by researchers in Turkey and other countries. For this reason, studies are conducted on science teaching at the primary school level. This study aimed to examine strengths and weaknesses of pre- and in-service primary teachers in science teaching. In addition, to overcome their weaknesses, the features that they imagined for a science classroom were revealed. Seventyseven juniors, 78 seniors, and 87 in-service teachers participated in this study. The study data were collected through an opinion form called "I Teach Science," consisting of four questions. Findings were revealed following a descriptive analysis. The findings of the study revealed that the most frequently uttered strengths were the ability to do/design experiments, adoption of activity-based science teaching, application of different methods/technical knowledge, science process skills, and an interest in/attitude toward science. The most common weaknesses were found to be lack of field knowledge, lack of self-confidence, inability to do experiments, lack of laboratory knowledge, inability to design/use materials, and lack of interest in and attitude toward science. The most common ways they would apply to improve their weaknesses were found to be research, reviewing resources, obtaining help from experts or colleagues, designing experiments, researching/learning different methods, using different resources, and developing planning skills. While describing an ideal science classroom, the participants considered general characteristics of students and teachers and general/physical features of the classroom. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate organizational culture and organizational commitment perceptions of the primary school teachers in Turkey. Two different scales (Organizational Culture Scale and Organizational Commitment Scale) were used as data gathering instrument. Statistical analyses were utilized to examine the organizational culture and commitment perceptions of teachers in terms of their some demographic factors like gender, teaching levels, marital status, and experience. Correlation analysis was also made to describe the links between subscales of organizational culture and subscales of organizational commitment. The results revealed that primary school teachers’ perceptions of organizational culture and organizational commitment vary due to their gender, teaching levels, marital status, and experience. In terms of gender, female teachers perceived more power and supportive culture in their schools. First level teachers expressed more achievement culture and more commitment at identification level than second level teachers. Also, married teachers revealed more achievement and supportive culture and more organizational commitment at identification and internalization levels. Other findings of the study indicated that although more experienced teachers perceived more cultural orientation in all cultural dimensions and more committed to their schools at identification and internalization levels, the less experienced teachers indicated more commitment at compliance level. Finally, as commitment based on compliance positively correlated power and role cultures, and negatively correlated achievement and support culture; commitments based on identification and internalization positively related with achievement and support cultures. [ABSTRACT FROM AUTHOR]