Development of information and communication technologies, particularly the advancement of the internet and web technologies, has facilitated students' access to information and enriched their learning experiences. However, as the need for accessing accurate information increases within the vast sea of knowledge, web technologies are also evolving to serve this purpose. Web 3.0 technology, also known as the semantic web, makes information meaningful, enabling users to access information more effectively. The use of semantic web in education has the potential to make learning experiences more flexible, personalized, and effective. However, there are also challenges associated with the use of semantic web in education. Security concerns, costs, standardization, and pedagogical issues may limit the widespread adoption of semantic web. Keywords: Semantic web, web 3.0, educational semantic web
{"title":"Eğitimde Web 3.0 Kullanımı: Potansiyel ve Zorlukları","authors":"İbrahim Hörküç","doi":"10.52096/usbd.7.30.22","DOIUrl":"https://doi.org/10.52096/usbd.7.30.22","url":null,"abstract":"Development of information and communication technologies, particularly the advancement of the internet and web technologies, has facilitated students' access to information and enriched their learning experiences. However, as the need for accessing accurate information increases within the vast sea of knowledge, web technologies are also evolving to serve this purpose. Web 3.0 technology, also known as the semantic web, makes information meaningful, enabling users to access information more effectively. The use of semantic web in education has the potential to make learning experiences more flexible, personalized, and effective. However, there are also challenges associated with the use of semantic web in education. Security concerns, costs, standardization, and pedagogical issues may limit the widespread adoption of semantic web. Keywords: Semantic web, web 3.0, educational semantic web","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75506912","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, the research findings of teachers' opinions about the distance in-service training activities of the Ministry of National Education were evaluated. Change and transformation are taking place very fast in the world. This rapid realization of change and transformation has made education very important. One of the most important stakeholders of education is teachers. Teachers need to give importance to their professional development in order to keep up with the developing world conditions. When it comes to professional development, we come across in-service training activities. In the research group of this study, there are seven teachers working in Konya-Meram in the 2022-2023 academic year and participating in distance in-service training activities. As a result of this research, according to the findings obtained from data analysis, studies can be carried out to improve the systematic infrastructure on the platforms where distance in-service trainings are held in order to prevent systemic problems that may occur. Teachers need trainings specific to their own branches. The number of branch-specific trainings that will enable teachers' development can be increased. Teachers have the expectation that there should be pre-informative studies about the trainings they will apply for. In this regard, a pre-introductory video can be added to the system screen during the application. In this way, teachers can be informed about the training they apply for and the preparations to be made by the teachers about the training can be made. Keywords: In-Service Training, Distance Education, Teacher Training, Research Findings
{"title":"Millî Eğitim Bakanlığı Uzaktan Hizmet İçi Eğitim Faaliyetleri Hakkında Öğretmen Görüşlerinin Araştırma Bulgularının Değerlendirilmesi","authors":"Kerim Arı","doi":"10.52096/usbd.7.30.24","DOIUrl":"https://doi.org/10.52096/usbd.7.30.24","url":null,"abstract":"In this study, the research findings of teachers' opinions about the distance in-service training activities of the Ministry of National Education were evaluated. Change and transformation are taking place very fast in the world. This rapid realization of change and transformation has made education very important. One of the most important stakeholders of education is teachers. Teachers need to give importance to their professional development in order to keep up with the developing world conditions. When it comes to professional development, we come across in-service training activities. In the research group of this study, there are seven teachers working in Konya-Meram in the 2022-2023 academic year and participating in distance in-service training activities. As a result of this research, according to the findings obtained from data analysis, studies can be carried out to improve the systematic infrastructure on the platforms where distance in-service trainings are held in order to prevent systemic problems that may occur. Teachers need trainings specific to their own branches. The number of branch-specific trainings that will enable teachers' development can be increased. Teachers have the expectation that there should be pre-informative studies about the trainings they will apply for. In this regard, a pre-introductory video can be added to the system screen during the application. In this way, teachers can be informed about the training they apply for and the preparations to be made by the teachers about the training can be made. Keywords: In-Service Training, Distance Education, Teacher Training, Research Findings","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"322 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73650634","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}
Nicknames and pseudonyms are one of the subjects that should be studied carefully in Turkish literature. Nicknames and pseudonyms are “fake names” and “symbols” that poets and writers use to hide their real identities for various reasons. These names and symbols, which are extremely important in identifying the works of poets and writers, allow literary historians to make more accurate analyzes about poets and writers. Therefore, each new nicknames and pseudonym identified has a great importance in eliminating the deficiencies of the literary history. Ahmet Rasim (1865-21 September 1932) produced works in different literary genres such as poetry, stories, novels, memoirs, anecdotes, conversations, articles, essays, translations, history, criticism, and monographs throughout his 48-year writing life. The author also has school books and scientific works. However, his main qualification is journalism. Ahmet Rasim, who makes a living with his pen, wrote and published articles in different literary genres under different pseudonyms in the magazines and newspapers he worked for. Situations and thoughts like not being confident enough to put your real name on your works when he was just starting his life in literature and the press, show the writer staff of magazines and newspapers rich, distinguish between humorous and serious writing, attracting female readers attention, avoiding the reaction of his works depending on the social, political and literary conditions of the period and breaking of the censor can be counted among the reasons why Ahmet Rasim used different nicknames and pseudonyms. Although Ahmet Rasim uses many nickname and pseudonyms, very few of them are known by the literary world. In this study, the nickname and pseudonyms that we determined to be used by the author will be revealed. Keywords: Ahmet Rasim, literature and press, journalism, nickname and pseudonyms.
{"title":"Ahmet Rasim’in Rumuz ve Müstear İsimleri","authors":"Ummuhan Nerkiz","doi":"10.52096/usbd.7.30.23","DOIUrl":"https://doi.org/10.52096/usbd.7.30.23","url":null,"abstract":"Nicknames and pseudonyms are one of the subjects that should be studied carefully in Turkish literature. Nicknames and pseudonyms are “fake names” and “symbols” that poets and writers use to hide their real identities for various reasons. These names and symbols, which are extremely important in identifying the works of poets and writers, allow literary historians to make more accurate analyzes about poets and writers. Therefore, each new nicknames and pseudonym identified has a great importance in eliminating the deficiencies of the literary history. Ahmet Rasim (1865-21 September 1932) produced works in different literary genres such as poetry, stories, novels, memoirs, anecdotes, conversations, articles, essays, translations, history, criticism, and monographs throughout his 48-year writing life. The author also has school books and scientific works. However, his main qualification is journalism. Ahmet Rasim, who makes a living with his pen, wrote and published articles in different literary genres under different pseudonyms in the magazines and newspapers he worked for. Situations and thoughts like not being confident enough to put your real name on your works when he was just starting his life in literature and the press, show the writer staff of magazines and newspapers rich, distinguish between humorous and serious writing, attracting female readers attention, avoiding the reaction of his works depending on the social, political and literary conditions of the period and breaking of the censor can be counted among the reasons why Ahmet Rasim used different nicknames and pseudonyms. Although Ahmet Rasim uses many nickname and pseudonyms, very few of them are known by the literary world. In this study, the nickname and pseudonyms that we determined to be used by the author will be revealed. Keywords: Ahmet Rasim, literature and press, journalism, nickname and pseudonyms.","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81156631","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 strategies for solving organizational conflict sources and problem foci in educational institutions. Conflicts that are effectively managed in other institutions, especially educational institutions, contribute to the development of the organization's mission and culture. There are always conflicts and differences of opinion in organizations. Because conflict is an integrative quality of change. Organizations in which there is no conflict are stationary organizations. Innovation, change and performance are low in these organizations. In organizations where there are constant and intense conflicts, failure to make decisions on time, inability to solve problems, staff demoralization and stress cause a negative impact on work efficiency. Even the increasingly violent conflicts that cannot be resolved endanger the existence of the organization. Reasonable level of conflict should be encouraged because it is necessary for the dynamism, productivity, innovation and development of the organization. Educational organizations are composed of different people with different motivations, programs, lifestyles, communication structures. For this reason, conflict is inevitable in schools, as in other organizations. Since conflict plays a recurring role in the lives of school administrators and teachers, individuals holding these positions should learn to manage conflict effectively and direct conflict to constructive results. Instead of accepting that the conflict that arises in their own organizations does not exist at all, school administrators should see it as a source of constructive and productive movement. Managers should not eliminate conflicts completely by suppressing them, nor should they ignore them and not allow conflicts to reach a level that will harm the organization. Managers should keep conflicts at a reasonable level by applying the most appropriate solution strategy or strategies after investigating the causes of conflicts. Thus, it should make conflicts suitable for the benefit of the organization. Managers should not be afraid of conflicts, on the contrary, they should be able to increase the efficiency and effectiveness of the organization by taking advantage of conflicts. Keywords: Educational Institutions, Organizational Conflict, Problem Foci, Solution Strategies
{"title":"Eğitim Kurumlarında Örgütsel Çatışma Kaynakları ve Problem Odaklarının Çözümüne Yönelik Stratejilerin İncelenmesi","authors":"Murat Kiliç","doi":"10.52096/usbd.7.30.20","DOIUrl":"https://doi.org/10.52096/usbd.7.30.20","url":null,"abstract":"In this study, it is aimed to examine the strategies for solving organizational conflict sources and problem foci in educational institutions. Conflicts that are effectively managed in other institutions, especially educational institutions, contribute to the development of the organization's mission and culture. There are always conflicts and differences of opinion in organizations. Because conflict is an integrative quality of change. Organizations in which there is no conflict are stationary organizations. Innovation, change and performance are low in these organizations. In organizations where there are constant and intense conflicts, failure to make decisions on time, inability to solve problems, staff demoralization and stress cause a negative impact on work efficiency. Even the increasingly violent conflicts that cannot be resolved endanger the existence of the organization. Reasonable level of conflict should be encouraged because it is necessary for the dynamism, productivity, innovation and development of the organization. Educational organizations are composed of different people with different motivations, programs, lifestyles, communication structures. For this reason, conflict is inevitable in schools, as in other organizations. Since conflict plays a recurring role in the lives of school administrators and teachers, individuals holding these positions should learn to manage conflict effectively and direct conflict to constructive results. Instead of accepting that the conflict that arises in their own organizations does not exist at all, school administrators should see it as a source of constructive and productive movement. Managers should not eliminate conflicts completely by suppressing them, nor should they ignore them and not allow conflicts to reach a level that will harm the organization. Managers should keep conflicts at a reasonable level by applying the most appropriate solution strategy or strategies after investigating the causes of conflicts. Thus, it should make conflicts suitable for the benefit of the organization. Managers should not be afraid of conflicts, on the contrary, they should be able to increase the efficiency and effectiveness of the organization by taking advantage of conflicts. Keywords: Educational Institutions, Organizational Conflict, Problem Foci, Solution Strategies","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84887902","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, where a holistic view of the organizational problem elements in education management is examined, the conflict processes that we encounter as the main problem experienced in organizational processes will be addressed. Although the principles of management do not change according to the country, according to the region, the forms of management change. Every manager has different ways and methods in terms of making decisions, planning, implementing them, mobilizing his subordinates, motivating and controlling them. If there are significant differences between the manager and his subordinates on these issues, they may be a cause of Deconfliction. For this reason, the first job that a newly appointed manager should do in an organization is to explain his own management style to his subordinates. Members of organizations that have come together to perform various tasks need these resources in order to perform their tasks more effectively and fully achieve their goals Decently. If these resources are not enough for everyone and the side that will get these resources will cause the loss of the other side, a conflict will arise. Human relations are of great importance in determining the organizational climate. It is a fact that general attitude and understanding will have an increasing or decreasing effect on conflicts. If the principal and the vice principal are in a conflict between themselves in a school and they do not show an attempt to Deconstruct it, it is obvious that teachers will not hesitate to get into a conflict either. By creating an effective school climate, the school administrator can increase teachers' job satisfaction and motivation and help develop a healthy school personality. An important source of conflict for all social systems is the fact that the responsibilities and spheres of influence of individuals in the system are not clearly determined or overlap with each other. In general, verbal determination of the powers and responsibilities of individuals in non-formal groups and written determination of the powers and responsibilities of individuals in formal groups will prevent the emergence of many conflicts, especially role uncertainty. Keywords: Educational Institutions, Educational Management, Organizational Problem Elements
{"title":"Eğitim Yönetimde Örgütsel Problem Unsurlarına Bütüncül Bakış","authors":"Ömer Demir","doi":"10.52096/usbd.7.30.21","DOIUrl":"https://doi.org/10.52096/usbd.7.30.21","url":null,"abstract":"In this study, where a holistic view of the organizational problem elements in education management is examined, the conflict processes that we encounter as the main problem experienced in organizational processes will be addressed. Although the principles of management do not change according to the country, according to the region, the forms of management change. Every manager has different ways and methods in terms of making decisions, planning, implementing them, mobilizing his subordinates, motivating and controlling them. If there are significant differences between the manager and his subordinates on these issues, they may be a cause of Deconfliction. For this reason, the first job that a newly appointed manager should do in an organization is to explain his own management style to his subordinates. Members of organizations that have come together to perform various tasks need these resources in order to perform their tasks more effectively and fully achieve their goals Decently. If these resources are not enough for everyone and the side that will get these resources will cause the loss of the other side, a conflict will arise. Human relations are of great importance in determining the organizational climate. It is a fact that general attitude and understanding will have an increasing or decreasing effect on conflicts. If the principal and the vice principal are in a conflict between themselves in a school and they do not show an attempt to Deconstruct it, it is obvious that teachers will not hesitate to get into a conflict either. By creating an effective school climate, the school administrator can increase teachers' job satisfaction and motivation and help develop a healthy school personality. An important source of conflict for all social systems is the fact that the responsibilities and spheres of influence of individuals in the system are not clearly determined or overlap with each other. In general, verbal determination of the powers and responsibilities of individuals in non-formal groups and written determination of the powers and responsibilities of individuals in formal groups will prevent the emergence of many conflicts, especially role uncertainty. Keywords: Educational Institutions, Educational Management, Organizational Problem Elements","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85897994","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}
Rizki Audina Putri, M. Widiyanti, Muhammad Yusuf, M. Adam
This study aims to determine and analyze how job training and interpersonal Communication influence job satisfaction at PT Musi Hutan Persada. Job training is an effort to increase employee knowledge, while interpersonal Communication is a process of delivering messages that allows everyone to capture information directly, both verbally and nonverbally. In addition, job satisfaction is a feeling that supports or does not support the employee related to his work or his condition. The technique of taking samples in this study is by using the sampling method, namely, as many as 100 employees of all divisions and positions. Data analysis in this study used multiple linear regression analysis by adding the t-test and F-test. The results showed that job training and interpersonal communication variables partially had a positive and significant effect on the job satisfaction of PT Musi Hutan Persada employees.
{"title":"influence of job training and interpersonal communication on employee satisfaction at PT Musi Hutan Persada","authors":"Rizki Audina Putri, M. Widiyanti, Muhammad Yusuf, M. Adam","doi":"10.21744/ijss.v6n3.2154","DOIUrl":"https://doi.org/10.21744/ijss.v6n3.2154","url":null,"abstract":"This study aims to determine and analyze how job training and interpersonal Communication influence job satisfaction at PT Musi Hutan Persada. Job training is an effort to increase employee knowledge, while interpersonal Communication is a process of delivering messages that allows everyone to capture information directly, both verbally and nonverbally. In addition, job satisfaction is a feeling that supports or does not support the employee related to his work or his condition. The technique of taking samples in this study is by using the sampling method, namely, as many as 100 employees of all divisions and positions. Data analysis in this study used multiple linear regression analysis by adding the t-test and F-test. The results showed that job training and interpersonal communication variables partially had a positive and significant effect on the job satisfaction of PT Musi Hutan Persada employees.","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85137145","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, which aims to examine the methods of using daylight within the framework of sustainability in the classrooms and library structures of educational institutions, the use and development of lighting systems will be discussed in order to create a sustainable and more livable environment by making maximum use of daylight. Educational institutions, classrooms (offices) and library buildings are places where people spend most of their time. For this reason, it is possible to provide maximum energy efficiency and comfort of use by increasing the daylight utilization conditions of educational institutions, classrooms (offices) and library buildings. Sunlight is the rays emanating from the sun and giving life to the entire universe. Visible light is part of the electromagnetic spectrum and wavelength that can be perceived by the human eye. In this spectrum, solar radiation is ordered according to wavelengths. For centuries, daylight was the only source of using light. The aim of creating gaps wide enough to diffuse daylight into the building dominated the architecture. Advanced daylight systems and control strategies, user-friendly and low-energy building sites are another step forward in providing daylight. These systems must be integrated into a building's overall architectural strategy and design process. Light strategies and design strategies of office buildings are inseparable. Daylight both replaces artificial light by reducing energy use and affects the heating-cooling function. The daylight project therefore involves integrating the needs and perspectives of various experts and expertise. Daylight design starts with the selection of the building location and continues until it is inhabited. Daylight strategies are designed to scatter the surrounding rays indoors in closed weather, where there is no steep sunlight. In this case, windows and skylights were applied to bring daylight into the building in closed weather conditions. Key Words: Educational Institutions, Classrooms, Libraries, Sustainability, Daylight
{"title":"Eğitim Kurumlarının Derslik ve Kütüphane Yapılarında Sürdürülebilirlik Çerçevesinde Gün Işığından Faydalanma Metotlarının İncelenmesi","authors":"Gürsel Çapraz","doi":"10.52096/usbd.7.30.19","DOIUrl":"https://doi.org/10.52096/usbd.7.30.19","url":null,"abstract":"In this study, which aims to examine the methods of using daylight within the framework of sustainability in the classrooms and library structures of educational institutions, the use and development of lighting systems will be discussed in order to create a sustainable and more livable environment by making maximum use of daylight. Educational institutions, classrooms (offices) and library buildings are places where people spend most of their time. For this reason, it is possible to provide maximum energy efficiency and comfort of use by increasing the daylight utilization conditions of educational institutions, classrooms (offices) and library buildings. Sunlight is the rays emanating from the sun and giving life to the entire universe. Visible light is part of the electromagnetic spectrum and wavelength that can be perceived by the human eye. In this spectrum, solar radiation is ordered according to wavelengths. For centuries, daylight was the only source of using light. The aim of creating gaps wide enough to diffuse daylight into the building dominated the architecture. Advanced daylight systems and control strategies, user-friendly and low-energy building sites are another step forward in providing daylight. These systems must be integrated into a building's overall architectural strategy and design process. Light strategies and design strategies of office buildings are inseparable. Daylight both replaces artificial light by reducing energy use and affects the heating-cooling function. The daylight project therefore involves integrating the needs and perspectives of various experts and expertise. Daylight design starts with the selection of the building location and continues until it is inhabited. Daylight strategies are designed to scatter the surrounding rays indoors in closed weather, where there is no steep sunlight. In this case, windows and skylights were applied to bring daylight into the building in closed weather conditions. Key Words: Educational Institutions, Classrooms, Libraries, Sustainability, Daylight","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88379606","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 which it is aimed to evaluate the research findings of the processes affecting the insicam of the administrative order and mechanisms of educational institutions in the context of various variables, an approach to the subject will be shown from the point of view of students and teachers, which are the sine qua non of educational institutions. It is imperative that every individual in society learns the behaviors necessary to fulfill the behaviors of being a social being. In line with this purpose, it is possible for schools to provide people with the necessary behavioral forms by ensuring a certain order within the school boundaries. Every step within the school boundaries should be designed to protect the presence of students and teachers by considering their well-being. Because the only asset that is the main reason for the existence of schools is the direct existence of students. The management and functioning of the school is an important factor that determines positive learning environments within the school boundaries. In this case, the first way to achieve the desired behaviors in schools is to design and implement the relevant educational and training environment as a positive learning environment. The research was conducted by taking the opinions of three elementary, three middle and three secondary school principals working in different districts of Istanbul on disciplinary problems arising from teachers and students in schools and evaluating their ideas at the solution point. The universe of the research is limited to three managers working at different levels in different districts of Istanbul. Eight themes were created in the research. Themes created discipline problems for teachers and students separately; the causes of disciplinary problems were expressed as the solutions of disciplinary problems and the difficulties in solving disciplinary problems. Discipline problems caused by teachers are expressed as insufficient teachers' qualifications, communication problems with teachers and students; insufficient classroom management, late entry to class; psychological and physical violence applied to the student, indifference to the student. The causes of teachers' problems, which are a source of disciplinary problems within the school, are a very important issue. The categories related to the causes of disciplinary problems were expressed as lack of experience, cooling off from the profession, irresponsibility and social life responsibilities of the teacher, inability to manage the classroom, inability to master the field, avoidance of responsibility. It facilitates healthy communication between teachers and both students and parents in positive or negative events related to the school, discipline and order in the classroom. It is important for parents to learn what is happening inside the school and not to delay the intervention in order for the child to suffer the consequences of his behavior. According to the resear
{"title":"Eğitim Kurumlarının Yönetsel Düzen ve Mekanizmalarının İnsicamını Etkileyen Süreçlerin Çeşitli Değişkenler Bağlamında Araştırma Bulgularının Değerlendirilmesi","authors":"Nurcihan İplikçi","doi":"10.52096/usbd.7.30.18","DOIUrl":"https://doi.org/10.52096/usbd.7.30.18","url":null,"abstract":"In this study, in which it is aimed to evaluate the research findings of the processes affecting the insicam of the administrative order and mechanisms of educational institutions in the context of various variables, an approach to the subject will be shown from the point of view of students and teachers, which are the sine qua non of educational institutions. It is imperative that every individual in society learns the behaviors necessary to fulfill the behaviors of being a social being. In line with this purpose, it is possible for schools to provide people with the necessary behavioral forms by ensuring a certain order within the school boundaries. Every step within the school boundaries should be designed to protect the presence of students and teachers by considering their well-being. Because the only asset that is the main reason for the existence of schools is the direct existence of students. The management and functioning of the school is an important factor that determines positive learning environments within the school boundaries. In this case, the first way to achieve the desired behaviors in schools is to design and implement the relevant educational and training environment as a positive learning environment. The research was conducted by taking the opinions of three elementary, three middle and three secondary school principals working in different districts of Istanbul on disciplinary problems arising from teachers and students in schools and evaluating their ideas at the solution point. The universe of the research is limited to three managers working at different levels in different districts of Istanbul. Eight themes were created in the research. Themes created discipline problems for teachers and students separately; the causes of disciplinary problems were expressed as the solutions of disciplinary problems and the difficulties in solving disciplinary problems. Discipline problems caused by teachers are expressed as insufficient teachers' qualifications, communication problems with teachers and students; insufficient classroom management, late entry to class; psychological and physical violence applied to the student, indifference to the student. The causes of teachers' problems, which are a source of disciplinary problems within the school, are a very important issue. The categories related to the causes of disciplinary problems were expressed as lack of experience, cooling off from the profession, irresponsibility and social life responsibilities of the teacher, inability to manage the classroom, inability to master the field, avoidance of responsibility. It facilitates healthy communication between teachers and both students and parents in positive or negative events related to the school, discipline and order in the classroom. It is important for parents to learn what is happening inside the school and not to delay the intervention in order for the child to suffer the consequences of his behavior. According to the resear","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90157395","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 develop performance approaches for organizational management from result-oriented to process-oriented in national educational institutions. Before starting to design the performance management system in other organizations, especially national educational institutions, important decisions need to be made on the issues that constitute the touchstone of the performance management system. There are two important objectives of performing performance evaluation, which helps to eliminate organizational conflict in organizations. The first goal of these is to obtain information about working performance. This information will be necessary while the management decision is being taken. Decisions regarding price and wage increases, bonuses, educational process, disciplinary order, career planning, promotion and assignment form and other managerial activities within the organization are usually based on the information and findings gained during the performance evaluation phase. The management power and staff of organizations cannot make managerial decisions without the knowledge and findings gained from performance evaluation and management. As with other orientations towards human resources in organizations, it is necessary to make arrangements in accordance with the legal standard that prevents discrimination against any person or persons in performance evaluation processes. The second purpose of performance evaluation in organizations is to provide feedback on how close employees are to the standard determined in the job description and job analysis. If workers are approached with a positive approach and supported by vocational training, the performance evaluation system will be very useful. People usually like to receive similar or exactly this kind of self-confidence-boosting and constructive feedback. Keywords: National Education, Educational Institutions, Organizational Management, Performance Approaches
{"title":"Millî Eğitim Kurumlarında Sonuç Odaklıdan Süreç Odaklıya Örgütsel Yönetime Yönelik Performans Yaklaşımlarının Geliştirilmesi","authors":"Erdoğan Söylemez","doi":"10.52096/usbd.7.30.17","DOIUrl":"https://doi.org/10.52096/usbd.7.30.17","url":null,"abstract":"In this study, it is aimed to develop performance approaches for organizational management from result-oriented to process-oriented in national educational institutions. Before starting to design the performance management system in other organizations, especially national educational institutions, important decisions need to be made on the issues that constitute the touchstone of the performance management system. There are two important objectives of performing performance evaluation, which helps to eliminate organizational conflict in organizations. The first goal of these is to obtain information about working performance. This information will be necessary while the management decision is being taken. Decisions regarding price and wage increases, bonuses, educational process, disciplinary order, career planning, promotion and assignment form and other managerial activities within the organization are usually based on the information and findings gained during the performance evaluation phase. The management power and staff of organizations cannot make managerial decisions without the knowledge and findings gained from performance evaluation and management. As with other orientations towards human resources in organizations, it is necessary to make arrangements in accordance with the legal standard that prevents discrimination against any person or persons in performance evaluation processes. The second purpose of performance evaluation in organizations is to provide feedback on how close employees are to the standard determined in the job description and job analysis. If workers are approached with a positive approach and supported by vocational training, the performance evaluation system will be very useful. People usually like to receive similar or exactly this kind of self-confidence-boosting and constructive feedback. Keywords: National Education, Educational Institutions, Organizational Management, Performance Approaches","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84513907","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}
Paternalism is when a person or an institution makes decisions for their benefit by interfering with the life, freedom, decisions of another person or group. This intervention usually occurs when a strong figure is directed at a weak figure, or when a person's ability to decide on his own life is restricted. Paternalism has an important characteristic feature in social culture. It is more common in the East due to its self-evident structures in terms of cooperation and power. The differences between east and west have necessitated many different attitudes and behaviors in business life as Decently as in social life. In this case, it has led to the emergence of different leadership styles. Paternalism historically deals with the totality of beliefs and practices that occurred in the west during the transition period from the social class order of patriarchal class structures to a free society consisting of autonomous and equal individuals. Paternalistic leadership in Turkey is a leadership style that has existed for many years. Especially in the early years of the Republican period, under the rule of the founding leader Atatürk, paternalistic leadership played an important role in the modernization and development process of the country. Paternalistic leadership in Turkey is based on the understanding that the leader is sensitive to the needs of society and makes efforts to increase the well-being of society. These leaders consider themselves a part of society and make decisions taking into account the general interests of society. These leaders respect the traditional values of society and make efforts to protect these values. Key Words: Educational Management, Leadership, Paternalistic Leadership
{"title":"Eğitim Yönetiminde Liderlik Yaklaşımları Bağlamında Paternalist Liderliğin İncelenmesi","authors":"Serdar Ergin","doi":"10.52096/usbd.7.30.08","DOIUrl":"https://doi.org/10.52096/usbd.7.30.08","url":null,"abstract":"Paternalism is when a person or an institution makes decisions for their benefit by interfering with the life, freedom, decisions of another person or group. This intervention usually occurs when a strong figure is directed at a weak figure, or when a person's ability to decide on his own life is restricted. Paternalism has an important characteristic feature in social culture. It is more common in the East due to its self-evident structures in terms of cooperation and power. The differences between east and west have necessitated many different attitudes and behaviors in business life as Decently as in social life. In this case, it has led to the emergence of different leadership styles. Paternalism historically deals with the totality of beliefs and practices that occurred in the west during the transition period from the social class order of patriarchal class structures to a free society consisting of autonomous and equal individuals. Paternalistic leadership in Turkey is a leadership style that has existed for many years. Especially in the early years of the Republican period, under the rule of the founding leader Atatürk, paternalistic leadership played an important role in the modernization and development process of the country. Paternalistic leadership in Turkey is based on the understanding that the leader is sensitive to the needs of society and makes efforts to increase the well-being of society. These leaders consider themselves a part of society and make decisions taking into account the general interests of society. These leaders respect the traditional values of society and make efforts to protect these values. Key Words: Educational Management, Leadership, Paternalistic Leadership","PeriodicalId":30893,"journal":{"name":"International Journal of Social Sciences Educational Studies","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75373324","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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