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    Development of Teacher Job Performance Scale and Determining Teachers' Job Performance Level
    (2020) Limon, Ibrahim; Nartgün, Şenay Sezgin
    This study aims to develop a valid and reliable scale to measure teachers’ self-reported job performance and use it for the first time on the target group. In line with this aim, the current study employed a single surveying model. The study sample consisted of three groups. There are 265 teachers in the first group; 509 teachers in the second and 1935 teachers in the last one. Exploratory factor analysis and confirmatory factor analysis were used to determine the factor structure of the teachers’ job performance scale (TJPS). Cronbach’s Alpha reliability coefficient and item statistics were also calculated. Results showed that the TJPS is a valid and reliable three-dimensional measure: task performance (16 items), contextual performance (9 items) and adaptive performance (12 items). On the other hand, teachers’ performance level is “always” for task, adaptive and the overall scale and sometimes for contextual performance. Based on the findings, some suggestions were made.
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    Investigation of Teachers’ Change Fatigue Level: Comparison byDemographics
    (2020) Limon, Ibrahim; Nartgün, Şenay Sezgin
    The aim of this study is to determine teachers’ change fatigue level and compare it based on some demographics. To this end, current study employed single screening model which is one of quantitative designs. The study was conducted on two different study groups and population. The data obtained from the first and second study groups were used to run exploratory and confirmatory factor analyses of the scale developed in scope of current study, respectively. On the other hand, the data from population was used for descriptive statistics and comparing the mean scores of groups based on demographics. The findings indicated that teachers had a “I agree” level change fatigue. Additionally, demographics such as gender, educational level, type of school (primary, secondary or high school), district that the school is located, and marital status did not create a statistically significant difference in teachers change fatigue level while experience and the faculty graduated did. The teachers with 10 years and below experience had a higher level of change fatigue than the teachers with 16 years and above experience. The teachers graduating from education faculties had a higher level of change fatigue than the teachers from other faculties. Based on the findings, it can be suggested that there should be fewer change initiatives in Turkish educational system. Also, teachers with less experience and graduates of education faculties should be given special guidance during multiple change initiatives.
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    Prevention of cyberbullying at schools
    (IGI Global, 2020) Nartgün, Senay Sezgin; Limon, Ibrahim
    This chapter aims to deal with cyberbullying as a globally increasing problem. Firstly, the context which facilitates the incidents is discussed. Then, the definition of cyberbullying, its distinctive features, forms of cyberbullying, and possible outcomes for the victims are briefly mentioned. And lastly, the main point of the chapter, which is the prevention strategies at school, is discussed based on the literature. When you enter the term "cyberbullying" in Google Academic and restrict the search for years 2000-2009, you get 3,720 results in .08 seconds. On the other hand, when you restrict the search for years between 2010-2019, you get 26,300 results in .09 seconds, which can be considered as the clear evidence of a globally growing interest in cyberbullying both as a research area and as a problem for parents, educators, and psychologists. © 2020 by IGI Global.
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    Prospective Teachers’ Metaphoric Perceptions of “Student, Teacher and School”
    (2021) Dilekçi, Ümit; Limon, Ibrahim; Nartgün, Şenay Sezgin
    This study aimed to determine pedagogic formation students' metaphorical images of “students, teachers, and schools.” The study sample consisted of 101 pedagogical formation students of the University of Bolu Abant İzzet Baysal in the 2019-2020 academic year. Participants were recruited using convenience sampling. Metaphors were used as a means of qualitative data collection. Data were collected using a semi-structured metaphor form and analyzed using content and descriptive analysis. Participants generated 48 different (80 in total), 45 different (86 in total), and 42 different (82 in total) metaphors for “students, teachers, and schools” respectively. Conceptual categories concerning students, teachers, and schools were developed based on literature and participants' justifications for their metaphors. Conceptual categories were ranked based on their frequency. The categories for students were “Students as individuals who are molded, Students as information providers/receivers, Students as developing individuals, Students as obedient individuals, Students as unique individuals, Students as inhibited individuals, Students as individuals who are on their way/looking for a way, and Students as selfless individuals.” The categories for teachers were “Teachers as guides, Teachers as sources and transmitters of knowledge, Teachers as sources of love and trust, Teachers as sources of authority, Teachers as role models, Teachers as molders, Teachers as self-sacrificing individuals, and Teachers as sources of improvement.” The categories for schools were “Schools as sources of information, Schools as part of life, Schools as places of change, development, and maturation, Schools as places of trust and happiness, Schools as places of inclusion, Schools as places of inhibition, Schools as places of molding, Schools as places of guiding and leading, Schools as indispensable places, Schools as complex places, Schools as places of socialization, and Schools as places that have lost their purpose.” The following are suggestions based on the results: Prospective teachers’ metaphoric perceptions of students, teachers, and school should be used to develop better teacher training policies. Possible causes of negative metaphors should be addressed to reform education policies. Future studies should use different research methods and recruit larger groups of participants from different cities to analyze the concepts of student, teacher, and school.
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    The Relationship between Sustainable Leadership and Perceived School Effectiveness: The Mediating Role of Work Effort
    (2020) Nartgün, Şenay Sezgin; Limon, Ibrahim; Dilekçi, Ümit
    This study investigates the mediator role of teachers’ work effort in the relationshipbetween sustainable leadership and perceived school effectiveness. It employs therelational survey model. The data was obtained from a study group of 411 teachers.Three different measures were used in the study: “Sustainable Leadership Scale”,“Perceived School Effectiveness Scale” and “Work Effort Scale”. The findingsshowed that principals’ sustainable leadership scores were above moderate levelexcept for social sustainability. On the other hand, teachers perceived their schoolas effective and their work effort above moderate level. It was also found that therewere significant positive high and moderate level correlations among variables.Sustainable leadership predicted both perceived school effectiveness and workeffort. Finally, it was determined that work effort did not have a mediator role inthe relationship between sustainable leadership and perceived schooleffectiveness.
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    School Principals’ Opinions on Autonomy in School Administration
    (2020) Limon, Ibrahim; Aydin, Bahri
    This study aims to determine school principals’ views on autonomy inschool administration. Phenomenological design was employed in the study. Datawere collected through interviews and analyzed using descriptive analysis. Theparticipants were 14 high school principals. They were employed by maximumdiversity sampling method. Data was collected through a semi-structured interviewform. Accroding to findings, all of the participants stated that a school principalshould be autonomous in performance evaluation, budget management, decidingon expenditures. On the other hand, most of them stated that a school principalshould be autonomous in selecting deputy principal and the staff, deciding workdaycalendar and daily timetable, coursebooks and syllabus, quota of the school and thenumber of the students for each classroom. Another finding of this study is thatlocal governments and parents are the most important components that supportan autonomous school principal. As for the advantages and disadvantages ofprincipal autonomy it is stated that the educational quality and efficacy of schooladministration will increase and the student performance will improve; however,there may be subjective practices and pressures on school principal. Lastly,political power and centralized educational system are regarded as the barriers toprincipal autonomy.