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Modern education policies require schools to be more effective than before. The 21st century’s need for variety in skills and abilities necessitates schools not only to be effective but also to keep up with the changes of the modern world. Effective schools can be described as a type of school that creates a difference in students and adds values to them. Effectiveness of the students can be determined by many factors such as the vision of the school leaders, physical conditions of the schools or parents’ socio-cultural backgrounds etc. In this study, performance evaluation systems and processes, which directly influence school effectiveness, are discussed in relation to organizational justice. The relationships between performance evaluation systems and organizational justice are examined in the light of the studies in the literature. The previous studies in the literature clearly show that teacher performance plays a critical role in school effectiveness. However, in order for performance evaluation systems to serve school effectiveness, teachers should have a positive perception of organizational justice in their own schools. In the light of previous studies, it is safe to claim that unless certain.

Çağdaş eğitim politikaları okulların etkili olmalarını gerekli kılmaktadır. 21. yy. becerilerinin çeşitliliği okulların etkili olmasını ve çağa ayak uydurmasını zorunlu hale getirmektedir. Öğrencilere değer katan ve fark yaratan okullar etkili okul olarak tanımlanmaktadır. Okulların etkililiği birçok faktörden etkilenebilmektedir. Okul müdürlerinin vizyonları, okulların fiziki şartları, velilerin sosyokültürel seviyeleri vb. kriterler okul etkililiğini doğrudan etkileyebilmektedir. Bu çalışmada okul etkililiğini doğrudan etkileyen öğretmen performans değerlendirme sistemleri ve süreci ile örgütsel adalet kavramları alan yazın çalışmaları ışığında tartışılmaktadır. Öğretmen performansının okul etkililiğinde oldukça kritik bir rol oynadığı alan yazın çalışmalarınca ortaya koyulmuştur. Fakat performans değerlendirme sistemlerinin okul etkililiğine hizmet edebilmesi örgütsel adaletin varlığı ve öğretmenler tarafından algılanması ile mümkün olabilmektedir. Alan yazındaki çalışmalar ışığında örgütsel adalet algısı olmadan performans değerlendirme sistemlerinin istendik sonuçları sağlayamayacağını söylemek mümkündür., Modern education policies require schools to be more effective than before. The 21st century’s need for variety in skills and abilities necessitates schools not only to be effective but also to keep up with the changes of the modern world. Effective schools can be described as a type of school that creates a difference in students and adds values to them. Effectiveness of the students can be determined by many factors such as the vision of the school leaders, physical conditions of the schools or parents’ socio-cultural backgrounds etc. In this study, performance evaluation systems and processes, which directly influence school effectiveness, are discussed in relation to organizational justice. The relationships between performance evaluation systems and organizational justice are examined in the light of the studies in the literature. The previous studies in the literature clearly show that teacher performance plays a critical role in school effectiveness. However, in order for performance evaluation systems to serve school effectiveness, teachers should have a positive perception of organizational justice in their own schools. In the light of previous studies, it is safe to claim that unless certain.

Bu arastirmanin amaci, okullarda ogretmenler arasinda gorulen sessizlik davranislarina yonelik ogretmen goruslerinin degerlendirilmesidir. Bu amac dogrultusunda, ogretmenlerin sessiz kalma nedenleri, sessizligin sonuclari ile ogretmenlerin, okullarda sessizligin onlenmesine yonelik onerileri belirlenmeye calisilmistir. Arastirmada, nitel arastirma yontemlerinden du­rum calismasi kullanilmistir. Arastirmanin verileri, standartlastirilmis acik uclu gorusme formu ile toplanmistir. Arastirmanin calisma grubu, maksimum cesitlilik orneklemesi ile belirlenen 30 ogretmenden olusmaktadir. Arastirma sonuclarina gore ogretmenlerin sessiz kalma nedenleri arasinda; olumsuz sonuclardan korkma, bir seyleri degistiremeyecegini dusunme ve kisisel cikar elde etme yer almaktadir. Sessizligin sonuclari baglaminda demokratik yonetimin engellenmesi, olumsuz bir okul iklimi olusmasi ve verimliligin dusmesine vurgu yapilmistir. Okullarda sessizligin onlenmesine yonelik getirilen temel oneriler ise demokratik bir ortam olusturulmasi, bilgilendirme yapilmasi ve ogretmenlerin goruslerini acikca ifade edebilecekleri ortamlar olusturulmasi yonundedir.

The purpose of this study was to develop and to pilot a not-test technique for assessing career and work values. This instrument was developed during a Career Counseling course taught by one of the authors of this paper. The first stage of development was the generation of a master list of career and work values, as reflected in the current literature related to theories and vocational research. From this master list 38 career values were selected resulting in the final deck that was used in testing. This deck of cards was given the name Career Values Cards (MEDEK) and administered to a total of 75 high school students. Following administration each of the subjects was asked to complete a MEDEK evaluation form designed to assess reactions to the MEDEK experience. Results of the survey indicated that the MEDEK was an easy-to-use, understandable, and enjoyable technique to increase self-awareness and enhance insight, and a source of important information for students engaged in career counseling and career development by enhancing personal identification of personal career and work values.

Bu çalışmada mobinge maruz kalan öğretmenler beş aşamalı bir içerik analizi yoluyla incelenmektedir. Araştırma verileri, 2014-2015 eğitim öğretim yılında, Eskişehir ilindeki eğitim kurumlarında görev yapmakta olan yönetici ve öğretmenlerden toplanmıştır. Ön görüşme sonucunda 10 öğretmen mobinge maruz kaldığını ifade etmiştir. Okullarda, özellikle mesleki yaşamlarının ilk yıllarında mobinge maruz kalmış olan öğretmenlerin önemli bir kısmının, o dönemlerde yaşamakta oldukları şeyin mobing olduğunun farkında olmadıkları ortaya çıkmıştır. Bunun yanında mağdurların mobingle en çok, mesleki yaşamlarının ilk yıllarında karşılaştıkları ve bu davranışlara karşı görmezden gelme, hiçbir şey yapmama veya tayin isteme gibi pasif yöntemlere başvurdukları görülmüştür. İlk yıllarda maruz kalınan mobing sürecinde, özellikle saldırganın yönetici pozisyonunda olduğu durumlarda saldırgan davranışlar, mağdur tarafından ataerkil toplum yapısındaki otoriter/sert baba imgesi ile eşitlenmekte ve çoğu zaman göz yumulmaktadır. Bu ise öğretmenliğin başlangıcında, mobing konusundaki farkındalık eksikliğine, mağdurlara yönelik destek sistemlerinin yoksunluğuna ve kimi yapısal sorunlara işaret etmektedir., In this study coping strategies of teachers exposed to mobbing are determined via 5-step content analysis. Data has been collected in 2014-2015 from administrators and teachers in educational institutions in Eskisehir province. With 10 teachers who reported mobbing experiences in a presample interviews were conducted. The teachers, mainly experiencing mobbing in their first years in school, were until then often not aware of the classification of their experiences as mobbing. They chose mainly passive coping strategies like ignoring, doing nothing or asking for termination of their contract. Those in the early stage of their career, especially if the bully was in a leadership position, made references to authoritarian/hard father figures in a patriarchic society and said thatthey endured the situation. This points out a lack of awareness especially in the early phase of the teacher career, but also missing support systems for mobbing victims and other structural problems.

2nd World Conference on Educational Sciences (WCES-2010) -- FEB 04-08, 2010 -- Bahceschir Univ, Istanbul, TURKEY, WOS: 000282002802040, Education Faculties are the most critic and important sources of the system because they educate teachers who are the most crucial elements in Turkish Education System. Attitudes and abilities which teachers gain during learning have a fundamental place for efficiency of the system. Student-teachers also have opinions about teaching profession and education concept which they had before coming to Education Faculties during student years. These opinions form a base for the attitudes and abilities during their teaching profession education. However, students may have had a point of view about education in their background experiences. In such cases, instructors in Education Faculties have a duty to turn negative ideas into positive ones if it is needed. With this research, it was aimed to determine the views of first class students in Education Faculties upon education and teaching profession. Research has been conducted with first class students from Anadolu University Education Faculty. Data has been summed according to qualitative research method 'interview technique' in two parts as at the beginning of 2008-2009 Fall Term 'Introduction to Education Sciences' and one at the end of the course. It has been found that the student teachers' some negative ideas about education and teaching profession become to positive

In the study, it is aimed to determine elementary and middle school teachers’, who work in the central county of Kutahya, perceptions and expectations of their leadership roles, the existence and level of the correlations between their perceptions and expectations and to what extent these teachers exhibit teacher leadership. Differences in perceptions and expectations across variables such as gender, branch, seniority, graduated school type are also researched. Data were gathered using the “Teacher Leadership Scale” developed by Beycioglu and Aslan (2010). Quantitative data on 623 scale forms gathered from the participants have been analyzed. Findings imply that at schools, teacher leadership was exhibited to a certain degree, and the expectations of teacher leadership were higher than the perceptions. Expectations of teacher leadership did not vary across branches while perceptions did vary. Classroom teachers had higher perceptions in the sub factors of vocational development and collaboration with colleagues. Female teachers had higher perceptions and expectations of teacher leadership than male teachers. It is concluded that the results of this research may contribute to the comprehension of the status of teacher leadership at our schools. Ozet Calismada Kutahya ili merkez ilcesinde gorev yapan ilkokul ve ortaokul ogretmenlerinin liderlik rollerine iliskin algilari, beklentileri, algilar ile beklentiler arasindaki iliskilerin varligi ve duzeyi ile bu ogretmenlerin ne derece liderlik sergilediklerinin saptanmasi amaclanmistir. Cinsiyet, brans, kidem, mezun olunan okul turu gibi degiskenlere gore algi ve beklentilerde farklilik olup olmadiginin belirlenmesi de amaclanmistir. Beycioglu ve Aslan (2010) tarafindan gelistirilen “Ogretmen Liderligi Olcegi” ile veriler toplanmistir. Katilimcilara uygulanan 623 olcek formundan elde edilen nicel veriler analiz edilmistir. Bulgulara gore okullarda ogretmen liderliginin belirli duzeylerde sergilendigi ve ogretmen liderligine iliskin beklentilerin algilardan daha yuksek oldugu saptanmistir. Ogretmen liderligine iliskin beklentilerde bransa dayali bir farklilik saptanmazken, algilarda bransa dayali farkliliklara rastlanmistir. Sinif ogretmenlerinin, mesleki gelisim ve meslektaslarla isbirligi boyutlarinda diger branslara kiyasla daha yuksek duzeyde algiya sahip olduklari saptanmistir. Kadin ogretmenlerin erkek ogretmenlere gore ogretmen liderligine iliskin algilarinin ve beklentilerinin daha fazla oldugu saptanmistir. Arastirma sonuclarinin, ogretmen liderliginin okullarimizdaki durumunun anlasilmasina katki saglayabilecegi cikariminda bulunulmustur.