Education has been attributed a special importance to the Turks since the earliest times. Since the most ancient times, different methods of education have been tried using various directions and techniques. The reasons why education is so important in Turks comes from the perception of it as a duty against the state as an individual who should be in everyday life. While we develop ourselves as individuals, we also aim to develop the qualitative workforce potential in the eyes of society and the state. With the aim of achieving these goals, every Turkish teenager goes through the school ranks, after acquiring certain training and decency, we reach the security of applying these qualities and starting life. According to the advent of Turkish education, education begins in the family, continues at school and development is shown in the environment we have. Since he preferred a nomadic lifestyle in the process until the first Turks followed, the trainings were generally conducted on him, in the obas, in tents. In addition to the local legislation, educational institutions were established in the architecture agreement, a national alphabet was developed like the Göktürks, and literacy mobilization was carried out. Our people have embroidered their feelings and thoughts on obelisks and Bengü stones. After the Uyghurs, in the process, the method of madrasa of the Age of Bliss era was adopted in Turkish communities such as Karakhanli, Ghaznavid and Seljuk, known as the First Muslim Turkic States. Courses have been studied here, bureaucrats, science and art people who are necessary for the state and society have been trained here. This procedure was continued with the institutions and institutions of the Ottoman Empire, and it was allowed to train the bureaucrats and statesmen of the Republic of Turkey, which was to be established later. In the Ottoman Empire, especially the XIX century. in the century, he made attempts to westernize in the field of education, experts from the West went on the path of modernization in his field. The Republic of Turkey, which inherited this heritage, has taken the path of some fundamental changes in education, such as the letter revolution, by dictating the songs of return. Thus, it was desired to carry out an integrated education reform to the west. After Atatürk's Turkey, different methods and applications are followed in education. Especially in the periods after 1950, 1980 and 2000, the values of determination have emerged at the levels from preschool to higher education, and there have been many developments in our education system from the amount of educational time to the exam. Keywords: Education, Education in Turkey, Nomadic, Sedentary
{"title":"Stages of Development and Transformation of Education in Turkey from 1923 to the Present","authors":"Esra Atipler","doi":"10.52096/usbd.7.30.32","DOIUrl":"https://doi.org/10.52096/usbd.7.30.32","url":null,"abstract":"Education has been attributed a special importance to the Turks since the earliest times. Since the most ancient times, different methods of education have been tried using various directions and techniques. The reasons why education is so important in Turks comes from the perception of it as a duty against the state as an individual who should be in everyday life. While we develop ourselves as individuals, we also aim to develop the qualitative workforce potential in the eyes of society and the state. With the aim of achieving these goals, every Turkish teenager goes through the school ranks, after acquiring certain training and decency, we reach the security of applying these qualities and starting life. According to the advent of Turkish education, education begins in the family, continues at school and development is shown in the environment we have. Since he preferred a nomadic lifestyle in the process until the first Turks followed, the trainings were generally conducted on him, in the obas, in tents. In addition to the local legislation, educational institutions were established in the architecture agreement, a national alphabet was developed like the Göktürks, and literacy mobilization was carried out. Our people have embroidered their feelings and thoughts on obelisks and Bengü stones. After the Uyghurs, in the process, the method of madrasa of the Age of Bliss era was adopted in Turkish communities such as Karakhanli, Ghaznavid and Seljuk, known as the First Muslim Turkic States. Courses have been studied here, bureaucrats, science and art people who are necessary for the state and society have been trained here. This procedure was continued with the institutions and institutions of the Ottoman Empire, and it was allowed to train the bureaucrats and statesmen of the Republic of Turkey, which was to be established later. In the Ottoman Empire, especially the XIX century. in the century, he made attempts to westernize in the field of education, experts from the West went on the path of modernization in his field. The Republic of Turkey, which inherited this heritage, has taken the path of some fundamental changes in education, such as the letter revolution, by dictating the songs of return. Thus, it was desired to carry out an integrated education reform to the west. After Atatürk's Turkey, different methods and applications are followed in education. Especially in the periods after 1950, 1980 and 2000, the values of determination have emerged at the levels from preschool to higher education, and there have been many developments in our education system from the amount of educational time to the exam. Keywords: Education, Education in Turkey, Nomadic, Sedentary","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80738323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leadership in the educational management process is the ability to gather individuals around a common goal and goal, to guide them to this goal, to motivate them, to guide them at all stages, to ensure compliance with the rules. The ability to make good decisions allows leaders to achieve success in difficult decisions. Even if these decisions are not perfect, the character of the leader forms the key element, and the value and quality of his leadership largely form this key element. Different definitions are made about leadership from the point of view of different people. So far, no clear framework has been drawn on the personality traits to which the concept of leadership is attributed, but it is obvious that the majority is in agreement on the point of situationality. There is no standard personality trait for every leader. Leaders have an important influence on the success of organizations. For this reason, the subject should be focused on with sensitivity. Interactionist and transformational leadership models, which have various styles in the leadership role, are leadership styles that are becoming increasingly important. In any case, just as there is no standard leadership, there are also leadership concepts that contain different components. It is a concept that contains four elements in leadership and concerns social sciences as well as business life. The elements of leadership include the following; the leadership process, which includes two-way communication, is an interactive process, leadership involves interaction and influence, leadership requires the presence of a group to achieve a common goal, there should be goals that are clearly and transparently set out. Within the framework of leadership styles, traditional leadership models have become insufficient over time, and this situation has led to the emergence of new leadership styles today instead. For example; in a leadership that recognizes full freedom, all authority is distributed to employees, subordinates can make and implement decisions in their own tasks. Employees are released by the leader, the leader supports his employees. Transformational leadership, on the other hand, is a leadership style that allows the organization to adapt to environmental changes as a visionary, sudden and effective, and reveals the competencies and skills of employees based on it. In this leadership approach, which supports the transformation and change of employees who follow the leader, the leader deals with the self and gives real responsibilities to his employees. While the leader directs the behavior with his own value, he also determines the values of the employees. Key Words: Educational Managers, Competencies and Leadership Characteristics
{"title":"Eğitim Yöneticilerinin Yeterlikleri ve Liderlik Özelliklerinin İncelenmesi","authors":"Zehra Dilek Pınarcıkoğlu","doi":"10.52096/usbd.7.30.31","DOIUrl":"https://doi.org/10.52096/usbd.7.30.31","url":null,"abstract":"Leadership in the educational management process is the ability to gather individuals around a common goal and goal, to guide them to this goal, to motivate them, to guide them at all stages, to ensure compliance with the rules. The ability to make good decisions allows leaders to achieve success in difficult decisions. Even if these decisions are not perfect, the character of the leader forms the key element, and the value and quality of his leadership largely form this key element. Different definitions are made about leadership from the point of view of different people. So far, no clear framework has been drawn on the personality traits to which the concept of leadership is attributed, but it is obvious that the majority is in agreement on the point of situationality. There is no standard personality trait for every leader. Leaders have an important influence on the success of organizations. For this reason, the subject should be focused on with sensitivity. Interactionist and transformational leadership models, which have various styles in the leadership role, are leadership styles that are becoming increasingly important. In any case, just as there is no standard leadership, there are also leadership concepts that contain different components. It is a concept that contains four elements in leadership and concerns social sciences as well as business life. The elements of leadership include the following; the leadership process, which includes two-way communication, is an interactive process, leadership involves interaction and influence, leadership requires the presence of a group to achieve a common goal, there should be goals that are clearly and transparently set out. Within the framework of leadership styles, traditional leadership models have become insufficient over time, and this situation has led to the emergence of new leadership styles today instead. For example; in a leadership that recognizes full freedom, all authority is distributed to employees, subordinates can make and implement decisions in their own tasks. Employees are released by the leader, the leader supports his employees. Transformational leadership, on the other hand, is a leadership style that allows the organization to adapt to environmental changes as a visionary, sudden and effective, and reveals the competencies and skills of employees based on it. In this leadership approach, which supports the transformation and change of employees who follow the leader, the leader deals with the self and gives real responsibilities to his employees. While the leader directs the behavior with his own value, he also determines the values of the employees. Key Words: Educational Managers, Competencies and Leadership Characteristics","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84580131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bella Claudia Octaviana, Isnurhadi Isnurhadi, M. Shihab, M. Widiyanti
This study aims to determine the effect of service quality on customer loyalty. The independent variable in this study is service quality, and the dependent variable is customer loyalty. The method used in this study is quantitative because it uses data processing to produce numbers. This study uses a survey based on the research technique because it collects data by asking respondents directly through a questionnaire. The population in this study are customers at AXA Mandiri Palembang at Bank Mandiri Lemabang Palembang branch office, totaling 250 customers with active policy status starting from 2022-2023. The research sample is part of the population in this study, as many as 250 active policy customers from 2022-2023 at the Palembang Lemabang branch office. The research results are t count > from t table value of 6.231 with a significant value of 0.000
{"title":"effect of service quality on customer loyalty","authors":"Bella Claudia Octaviana, Isnurhadi Isnurhadi, M. Shihab, M. Widiyanti","doi":"10.21744/ijss.v6n3.2173","DOIUrl":"https://doi.org/10.21744/ijss.v6n3.2173","url":null,"abstract":"This study aims to determine the effect of service quality on customer loyalty. The independent variable in this study is service quality, and the dependent variable is customer loyalty. The method used in this study is quantitative because it uses data processing to produce numbers. This study uses a survey based on the research technique because it collects data by asking respondents directly through a questionnaire. The population in this study are customers at AXA Mandiri Palembang at Bank Mandiri Lemabang Palembang branch office, totaling 250 customers with active policy status starting from 2022-2023. The research sample is part of the population in this study, as many as 250 active policy customers from 2022-2023 at the Palembang Lemabang branch office. The research results are t count > from t table value of 6.231 with a significant value of 0.000","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86763998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ni Putu Putri Yuliana Dewi, I Gusti Ayu Nyoman Budiasih, Gayatri Gayatri, I Gde Ary Wirajaya
The purpose of this research is to find out how they can balance their personal life and work life considering that Balinese women play three roles at once, namely the household role, the economic role, and the traditional role, both in the family, banjar, and in the traditional village. This research is a type of qualitative research that, in exploring its meaning, uses semi-structured interviews to gain an understanding of Balinese women who are in different phases of career development. The informants used in this study were 3 (three) Balinese women who were in 3 different career development models: the idealistic achievement model involved women aged 24 to 35 years who were at the beginning of a career, the pragmatic endurance model involved women aged 36 to 45 years in mid-career, and the re-inventive contribution model involved women at the end of their careers, aged 46 to 60 years, who occupy structural positions in the finance section at the Denpasar City OPD with the status of those who are married or swadharma grhasta asrama respectively. The data analysis technique used in this study uses the interpretive phenomenology analysis (IPA) approach developed by Smith to explore understanding.
{"title":"Career development models","authors":"Ni Putu Putri Yuliana Dewi, I Gusti Ayu Nyoman Budiasih, Gayatri Gayatri, I Gde Ary Wirajaya","doi":"10.21744/ijss.v6n3.2172","DOIUrl":"https://doi.org/10.21744/ijss.v6n3.2172","url":null,"abstract":"The purpose of this research is to find out how they can balance their personal life and work life considering that Balinese women play three roles at once, namely the household role, the economic role, and the traditional role, both in the family, banjar, and in the traditional village. This research is a type of qualitative research that, in exploring its meaning, uses semi-structured interviews to gain an understanding of Balinese women who are in different phases of career development. The informants used in this study were 3 (three) Balinese women who were in 3 different career development models: the idealistic achievement model involved women aged 24 to 35 years who were at the beginning of a career, the pragmatic endurance model involved women aged 36 to 45 years in mid-career, and the re-inventive contribution model involved women at the end of their careers, aged 46 to 60 years, who occupy structural positions in the finance section at the Denpasar City OPD with the status of those who are married or swadharma grhasta asrama respectively. The data analysis technique used in this study uses the interpretive phenomenology analysis (IPA) approach developed by Smith to explore understanding.","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135708406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The term freedom is a difficult term to discuss because it is often used by social scientists as well as political scientists. In each of these areas, the relationship with freedom presents a change. On the basis of thought, freedom is generally examined as a quality of the will. It is a matter of curiosity whether the issue of whether individuals have free will is determined by their actions as a whole. In everyday language, the majority has not given much thought to the factor behind the idea of tolerance, which is understood as leaving others to themselves and not interfering with others, freeing them in their decisions. Salvation involves not only the removal of restrictions on individuals and their personal development, but also the destruction of systems that seem completely encircling, subjugating and oppressive. While it represents past oppression and not being free in a conceptual sense, it offers the hope that the future person can be fully satisfied in a holistic way and in a full sense. For this reason, the concept of salvation is a concept that has a special meaning in a real sense. For this reason, many conservatives and some libertarians consider liberation policies and social structures dangerous with the concern that personal freedom will turn the principle of rationality and logicism into an intellectual and pragmatist doctrine. In this sense, Sartre, like other philosophers who have adopted the philosophy of existentialism, highlights human existentialism, that is, the fundamental problem of individual freedom, as the focus of philosophy. According to him, existence; it is not something that is determined, shaped and happening, it is deprived of the essence that will reveal itself. Existentialism, due to its fluid nature, will lose its unique nature when it tries to make sense, to be determined, to be determined, to become informational, conceptual and theoretical. According to Sartre, the existential understanding is an idea that is cut off from its origins, loses its foundations, loses its trust in the past and future, becomes alienated from society, is shaped by the existence of restless and unhappy people. This understanding occurs at the point where the individuals who substitute their lives in society are threatened, the relationship between tradition and the present Decays, the individual becomes meaningless, and experiences the danger of losing himself. In particular, the stalemates experienced after the great wars are the period when these exits taper off and become clearer. Key Words: Freedom, Tolerance, Liberation, Existentialism
{"title":"Eğitim Felsefesinde Özgürlük, Hoşgörü ve Kurtuluş Paradigması","authors":"A. Teki̇n","doi":"10.52096/usbd.7.30.26","DOIUrl":"https://doi.org/10.52096/usbd.7.30.26","url":null,"abstract":"The term freedom is a difficult term to discuss because it is often used by social scientists as well as political scientists. In each of these areas, the relationship with freedom presents a change. On the basis of thought, freedom is generally examined as a quality of the will. It is a matter of curiosity whether the issue of whether individuals have free will is determined by their actions as a whole. In everyday language, the majority has not given much thought to the factor behind the idea of tolerance, which is understood as leaving others to themselves and not interfering with others, freeing them in their decisions. Salvation involves not only the removal of restrictions on individuals and their personal development, but also the destruction of systems that seem completely encircling, subjugating and oppressive. While it represents past oppression and not being free in a conceptual sense, it offers the hope that the future person can be fully satisfied in a holistic way and in a full sense. For this reason, the concept of salvation is a concept that has a special meaning in a real sense. For this reason, many conservatives and some libertarians consider liberation policies and social structures dangerous with the concern that personal freedom will turn the principle of rationality and logicism into an intellectual and pragmatist doctrine. In this sense, Sartre, like other philosophers who have adopted the philosophy of existentialism, highlights human existentialism, that is, the fundamental problem of individual freedom, as the focus of philosophy. According to him, existence; it is not something that is determined, shaped and happening, it is deprived of the essence that will reveal itself. Existentialism, due to its fluid nature, will lose its unique nature when it tries to make sense, to be determined, to be determined, to become informational, conceptual and theoretical. According to Sartre, the existential understanding is an idea that is cut off from its origins, loses its foundations, loses its trust in the past and future, becomes alienated from society, is shaped by the existence of restless and unhappy people. This understanding occurs at the point where the individuals who substitute their lives in society are threatened, the relationship between tradition and the present Decays, the individual becomes meaningless, and experiences the danger of losing himself. In particular, the stalemates experienced after the great wars are the period when these exits taper off and become clearer. Key Words: Freedom, Tolerance, Liberation, Existentialism","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82704038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, in many qualitative studies conducted to investigate the managerial problems faced by school principals in school management, the results encountered were evaluated from the point of view of school principals. School management is a more limited concept included in the concept of educational management. The goals of the education system also shape the school administration. The principal of the school is responsible for the school administration. The school principal should determine the goals of the school in accordance with the goals of the education system. It should make all stakeholders of the school active in order to achieve the targeted goals. The success of the school principal depends on ensuring harmony and coordination in the school and being able to fulfill the roles expected of him. The duties that the school principal must perform in his school are clearly stated and explained in the legislation. There is no written expression of some problems or momentary situations faced by the school principal in school management in the legislation. The work experience and experience of the manager are effective in solving such problems. Education managers, teachers, students and staff are internal stakeholders that affect the success of schools. In addition, environmental conditions that have an impact on success can affect the success status of other institutions and organizations. Although schools show similar characteristics in terms of internal and external stakeholders, the attitude and behavior of the school principal can be an important factor in the success of the institution. Keywords: Educational Institutions, Educational Managers, Managerial Processes, Problem Foci
{"title":"Eğitim Kurumlarında Eğitim Yöneticilerinin Karşılaştığı Yönetsel Problem Odaklarının İncelenmesi","authors":"M. Aydemir","doi":"10.52096/usbd.7.30.28","DOIUrl":"https://doi.org/10.52096/usbd.7.30.28","url":null,"abstract":"In this study, in many qualitative studies conducted to investigate the managerial problems faced by school principals in school management, the results encountered were evaluated from the point of view of school principals. School management is a more limited concept included in the concept of educational management. The goals of the education system also shape the school administration. The principal of the school is responsible for the school administration. The school principal should determine the goals of the school in accordance with the goals of the education system. It should make all stakeholders of the school active in order to achieve the targeted goals. The success of the school principal depends on ensuring harmony and coordination in the school and being able to fulfill the roles expected of him. The duties that the school principal must perform in his school are clearly stated and explained in the legislation. There is no written expression of some problems or momentary situations faced by the school principal in school management in the legislation. The work experience and experience of the manager are effective in solving such problems. Education managers, teachers, students and staff are internal stakeholders that affect the success of schools. In addition, environmental conditions that have an impact on success can affect the success status of other institutions and organizations. Although schools show similar characteristics in terms of internal and external stakeholders, the attitude and behavior of the school principal can be an important factor in the success of the institution. Keywords: Educational Institutions, Educational Managers, Managerial Processes, Problem Foci","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84117539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teaching of the culture of democracy begins at home and continues at school. A school is an institution where educational activities are planned and carried out within the framework of certain programs. This feature makes the school the most important authority in raising the democratic consciousness of the people. The school not only gives basic knowledge and skills to an individual, but also gives culture to people. The knowledge, skills and values gained in the school environment contribute to the individual's harmony in society, existence in society with his own values and beliefs and maintaining a healthy lifestyle. The biggest task in the implementation of democratic education in schools falls to the school administrator, who is considered the brain of the school and keeps in touch with teachers, parents, students and all interest groups of the school. The atmosphere of the school is influenced by how the principal runs the school, what values he believes in and his honesty. In schools, teachers influence the approach of the school principal and regulate the way they work according to the attitudes and behaviors of the school principal. People don't just get information at school. They also gain advantages that guide their social lives, such as being able to listen to others, respecting different ideas, and being tolerant of people. In addition, the knowledge and skills learned at school are indirect, planned and programmed. How teachers and administrators behave in problem situations and how people relate to them when they encounter a situation that requires a solution creates a structure in the minds of students. Students maintain these structures as they participate in social life and as adults. Efforts to democratize the school environment are very important and valuable for creating a democratic school environment. In this context, it can be said that the biggest task falls on teachers. Because students spend most of their time at school together with their teachers in the classroom. Teachers have a great responsibility to teach the characteristics of thinking, questioning, decision-making and critically examining events from different angles that a democratic society expects from individuals in the classroom environment. For this purpose, in addition to teaching cognitive and affective information, it is necessary to activate students' thinking skills. The development of the skills of listening to different ideas with an open mind, evaluating and interpreting ideas will contribute to the formation of a democratic climate in the classroom. Students who respect the opinions of their friends in the classroom will also respect the opinions of others when they leave school. In a democratic classroom, learning activities are student-centered. The teacher fulfills his duty as a teacher who organizes learning. In this democratic environment, no one is superior to anyone. Everyone has the same rights and responsibilities. Key Words: Educat
{"title":"Eğitim Yönetiminde Temel Hak ve Özgürlükler Düşüncesinin Demokratik Yöneticilik Çerçevesinde İncelenmesi","authors":"Serpil Özalp","doi":"10.52096/usbd.7.30.29","DOIUrl":"https://doi.org/10.52096/usbd.7.30.29","url":null,"abstract":"The teaching of the culture of democracy begins at home and continues at school. A school is an institution where educational activities are planned and carried out within the framework of certain programs. This feature makes the school the most important authority in raising the democratic consciousness of the people. The school not only gives basic knowledge and skills to an individual, but also gives culture to people. The knowledge, skills and values gained in the school environment contribute to the individual's harmony in society, existence in society with his own values and beliefs and maintaining a healthy lifestyle. The biggest task in the implementation of democratic education in schools falls to the school administrator, who is considered the brain of the school and keeps in touch with teachers, parents, students and all interest groups of the school. The atmosphere of the school is influenced by how the principal runs the school, what values he believes in and his honesty. In schools, teachers influence the approach of the school principal and regulate the way they work according to the attitudes and behaviors of the school principal. People don't just get information at school. They also gain advantages that guide their social lives, such as being able to listen to others, respecting different ideas, and being tolerant of people. In addition, the knowledge and skills learned at school are indirect, planned and programmed. How teachers and administrators behave in problem situations and how people relate to them when they encounter a situation that requires a solution creates a structure in the minds of students. Students maintain these structures as they participate in social life and as adults. Efforts to democratize the school environment are very important and valuable for creating a democratic school environment. In this context, it can be said that the biggest task falls on teachers. Because students spend most of their time at school together with their teachers in the classroom. Teachers have a great responsibility to teach the characteristics of thinking, questioning, decision-making and critically examining events from different angles that a democratic society expects from individuals in the classroom environment. For this purpose, in addition to teaching cognitive and affective information, it is necessary to activate students' thinking skills. The development of the skills of listening to different ideas with an open mind, evaluating and interpreting ideas will contribute to the formation of a democratic climate in the classroom. Students who respect the opinions of their friends in the classroom will also respect the opinions of others when they leave school. In a democratic classroom, learning activities are student-centered. The teacher fulfills his duty as a teacher who organizes learning. In this democratic environment, no one is superior to anyone. Everyone has the same rights and responsibilities. Key Words: Educat","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85508563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The elements that make up the sentence are called the element of the sentence in linguistics. The main element of the sentence is the predicate. The predicate is a sentence because it expresses a judgment by itself. Apart from the predicate, the sentence also has other elements such as subject, object, place complement, adverb and non-sentence elements. These are elements that help a sentence to be understood more clearly. In this study, Ömer Seyfettin's story named "Only Efe" was examined in terms of sentence elements. The story text analyzed in our research was evaluated according to the definition and classification of the sentence elements of Muharrem Ergin. The research was created with the document analysis method using the case pattern model, which is one of the qualitative research methods. Obtained results are shown in tables and comments and evaluations are made. Keywords: Sentence item, Lonely Efe, Analysis, Omer Seyfettin, Syntax
{"title":"Ömer Seyfettin’in Yalnız Efe Hikayesinin Cümle Ögeleri Tahlili","authors":"L. Uysal","doi":"10.52096/usbd.7.30.30","DOIUrl":"https://doi.org/10.52096/usbd.7.30.30","url":null,"abstract":"The elements that make up the sentence are called the element of the sentence in linguistics. The main element of the sentence is the predicate. The predicate is a sentence because it expresses a judgment by itself. Apart from the predicate, the sentence also has other elements such as subject, object, place complement, adverb and non-sentence elements. These are elements that help a sentence to be understood more clearly. In this study, Ömer Seyfettin's story named \"Only Efe\" was examined in terms of sentence elements. The story text analyzed in our research was evaluated according to the definition and classification of the sentence elements of Muharrem Ergin. The research was created with the document analysis method using the case pattern model, which is one of the qualitative research methods. Obtained results are shown in tables and comments and evaluations are made. Keywords: Sentence item, Lonely Efe, Analysis, Omer Seyfettin, Syntax","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79632393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bullying by peers is a type of abuse that can have many negative physical or psychological effects in the short or long term. The first studies on bullying were conducted by Norwegian psychologist Dan Olweus in the 1970s. Olweus first used the term mobbing, derived from the word mob, to describe bullying, but over time, believing that it did not fully meet its meaning, he began to use the term bullying, and this term was translated into Turkish as peer bullying. Olweus defined peer bullying as being subjected to repetitive negative behavior by one or more people. Peer bullying may be seen by parents as a natural conflict between children, joking Dec Dec, play between children, and the traumas that it may cause may not be considered and not intervened. Children who are bullied may experience anxiety and fear, feel insecure and abandoned, feel lonely and unhappy, experience social isolation, introversion problems, shyness, neurosis and impaired concentration. Bullies can be seen with problems of breaking the rules of behavior and attention deficit. In terms of school life; absenteeism, the desire to drop out of school, a decrease in academic performance may be observed in those affected. Children who are psychologically bullied have low self-esteem, low self-esteem, social phobia, mood disorders, post-traumatic stress disorder, sleep disorders, eating disorders, stuttering, attention deficit and movement disorders, tic disorder. Being a victim is also a comorbidity in terms of anxiety disorder and depression. Many programs have been developed to prevent peer bullying. The most well-known of these programs is the “Olweus Bullying Prevention Program” developed by Olweus. Extensive research on this program, developed by Olweus in Bergen, has shown that it reduces the problems of the bully/victim by 50% and the social climate at school becomes more positive. Key Words: Educational Institutions, Students, Undesirable Attitudes and Behaviors, Solution Suggestions
{"title":"Eğitim Kurumlarında İstenmeyen Davranışlar Sergileyen Öğrencilerin Tutum ve Davranış Sonuçları ve Çözüm Önerileri","authors":"Ferah Eryılmaz","doi":"10.52096/usbd.7.30.27","DOIUrl":"https://doi.org/10.52096/usbd.7.30.27","url":null,"abstract":"Bullying by peers is a type of abuse that can have many negative physical or psychological effects in the short or long term. The first studies on bullying were conducted by Norwegian psychologist Dan Olweus in the 1970s. Olweus first used the term mobbing, derived from the word mob, to describe bullying, but over time, believing that it did not fully meet its meaning, he began to use the term bullying, and this term was translated into Turkish as peer bullying. Olweus defined peer bullying as being subjected to repetitive negative behavior by one or more people. Peer bullying may be seen by parents as a natural conflict between children, joking Dec Dec, play between children, and the traumas that it may cause may not be considered and not intervened. Children who are bullied may experience anxiety and fear, feel insecure and abandoned, feel lonely and unhappy, experience social isolation, introversion problems, shyness, neurosis and impaired concentration. Bullies can be seen with problems of breaking the rules of behavior and attention deficit. In terms of school life; absenteeism, the desire to drop out of school, a decrease in academic performance may be observed in those affected. Children who are psychologically bullied have low self-esteem, low self-esteem, social phobia, mood disorders, post-traumatic stress disorder, sleep disorders, eating disorders, stuttering, attention deficit and movement disorders, tic disorder. Being a victim is also a comorbidity in terms of anxiety disorder and depression. Many programs have been developed to prevent peer bullying. The most well-known of these programs is the “Olweus Bullying Prevention Program” developed by Olweus. Extensive research on this program, developed by Olweus in Bergen, has shown that it reduces the problems of the bully/victim by 50% and the social climate at school becomes more positive. Key Words: Educational Institutions, Students, Undesirable Attitudes and Behaviors, Solution Suggestions","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84986795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it is aimed to examine the solution methods used in solving the problems that are commonly experienced in educational institutions and caused by various variables. The concept of discipline, which is one of the most common problems experienced in educational institutions, is a concept that comes across at home, at work, on the street and at many other points. Although there are changes in their definitions depending on where they are used, the most important common point is that the current order should be protected. The main purpose of the discipline provided in society in managerial processes is not to squeeze the individual with horse glasses and narrow the field of action, but to free the individual from being blindly obedient and to ensure that he can control himself. Thanks to discipline, the individual learns to be able to adapt to the rules in front of society and to be compatible when necessary. The individual, who is a social being, is able to gain his personality through discipline. It ensures the ability to live together, to be harmonious, to use freedom Decently, to live in harmony with society and to approach and respect the norms of society in a healthy way. Behaviors intended to control the usual problems in educational institutions: the student's awareness of his own behavior, so that he can achieve self-discipline and self-control, the student has responsibility, so that he can gain awareness of accountability and accountability for any behavior he does, the students' focus remains on the learning phenomenon, the student develops respect for both himself and the people around him, the student understands both his own rights and the rights of others, it is aimed that the student can gain a sense of independence as an individual, at the same time learn to be part of a whole within a team, develop moral values, i.e. honesty, fairness, respect. Teacher behaviors that cause common problems in educational institutions: Demonstrating offensive attitudes towards students with their behavior, appearance and clothes, being inadequate and indecisive in crisis intervention and crisis management, discrimination and unfair attitude, making discourses about students' lifestyles, making education and training difficult for students, being indifferent to problems, coming to class unprepared, not adopting the profession, professional incompetence; while student behaviors that cause routine problems in educational institutions are: Families' attitudes towards students, the value they attach to their education, the economic status of the family, the way the child is raised, the environment in which the child is raised and lives, the fact that the lessons do not attract students' interest, do not appeal to their abilities, students' negative feelings towards the lesson or the teacher, anxiety about not being able to express themselves, not feeling understood are among the main reasons. Keywords: Education Management, Teacher, Student,
{"title":"Eğitim Kurumlarında Mutat Yaşanılan ve Çeşitli Değişkenlerden Kaynaklanan Sorunların Giderilmesinde Başvurulan Çözüm Yöntemlerinin İncelenmesi","authors":"Merve Özlüleci Ece","doi":"10.52096/usbd.7.30.25","DOIUrl":"https://doi.org/10.52096/usbd.7.30.25","url":null,"abstract":"In this study, it is aimed to examine the solution methods used in solving the problems that are commonly experienced in educational institutions and caused by various variables. The concept of discipline, which is one of the most common problems experienced in educational institutions, is a concept that comes across at home, at work, on the street and at many other points. Although there are changes in their definitions depending on where they are used, the most important common point is that the current order should be protected. The main purpose of the discipline provided in society in managerial processes is not to squeeze the individual with horse glasses and narrow the field of action, but to free the individual from being blindly obedient and to ensure that he can control himself. Thanks to discipline, the individual learns to be able to adapt to the rules in front of society and to be compatible when necessary. The individual, who is a social being, is able to gain his personality through discipline. It ensures the ability to live together, to be harmonious, to use freedom Decently, to live in harmony with society and to approach and respect the norms of society in a healthy way. Behaviors intended to control the usual problems in educational institutions: the student's awareness of his own behavior, so that he can achieve self-discipline and self-control, the student has responsibility, so that he can gain awareness of accountability and accountability for any behavior he does, the students' focus remains on the learning phenomenon, the student develops respect for both himself and the people around him, the student understands both his own rights and the rights of others, it is aimed that the student can gain a sense of independence as an individual, at the same time learn to be part of a whole within a team, develop moral values, i.e. honesty, fairness, respect. Teacher behaviors that cause common problems in educational institutions: Demonstrating offensive attitudes towards students with their behavior, appearance and clothes, being inadequate and indecisive in crisis intervention and crisis management, discrimination and unfair attitude, making discourses about students' lifestyles, making education and training difficult for students, being indifferent to problems, coming to class unprepared, not adopting the profession, professional incompetence; while student behaviors that cause routine problems in educational institutions are: Families' attitudes towards students, the value they attach to their education, the economic status of the family, the way the child is raised, the environment in which the child is raised and lives, the fact that the lessons do not attract students' interest, do not appeal to their abilities, students' negative feelings towards the lesson or the teacher, anxiety about not being able to express themselves, not feeling understood are among the main reasons. Keywords: Education Management, Teacher, Student,","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75714952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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