This study, which was conducted to make inferences for educational programs by determining the family speeches and drawings of primary school students, was designed employing the understanding of the basic qualitative research. The study included 126 primary school students. The family verbal metaphors and family drawing (draw-narrate) techniques were used to gather research data. The data was analyzed using techniques for content and document analysis. It was observed that the primary school students' family linguistic metaphors could be categorized into six themes: nuclear family, extended family, fight, cooperation, enjoyable action done together, and love. The first graders produced more metaphors for the theme of enjoyable action together and fourth graders produced more metaphors for the theme of love. Following an analysis of the family drawings, it was found that the drawings revealed details about the development, emotions, sorts of families, and interactions between family members. It was also observed that children mostly drew family structures consisting of parents and children. The said family drawings contain more information than verbal metaphors. Only six of the 126 metaphors produced are negative. It was determined that the family discussions and family drawings both accurately expressed and reflected the positive values of the educational programs. Future studies should, as was advised, study both family drawings and potential family drawing-related issues.
{"title":"Some Inferences for Educational Programs from Primary School Children's Family Drawings and Verbal Metaphors","authors":"Aysel FERAH ÖZCAN","doi":"10.17275/per.23.70.10.4","DOIUrl":"https://doi.org/10.17275/per.23.70.10.4","url":null,"abstract":"This study, which was conducted to make inferences for educational programs by determining the family speeches and drawings of primary school students, was designed employing the understanding of the basic qualitative research. The study included 126 primary school students. The family verbal metaphors and family drawing (draw-narrate) techniques were used to gather research data. The data was analyzed using techniques for content and document analysis. It was observed that the primary school students' family linguistic metaphors could be categorized into six themes: nuclear family, extended family, fight, cooperation, enjoyable action done together, and love. The first graders produced more metaphors for the theme of enjoyable action together and fourth graders produced more metaphors for the theme of love. Following an analysis of the family drawings, it was found that the drawings revealed details about the development, emotions, sorts of families, and interactions between family members. It was also observed that children mostly drew family structures consisting of parents and children. The said family drawings contain more information than verbal metaphors. Only six of the 126 metaphors produced are negative. It was determined that the family discussions and family drawings both accurately expressed and reflected the positive values of the educational programs. Future studies should, as was advised, study both family drawings and potential family drawing-related issues.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45270003","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}
Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.
{"title":"Exploring General Education Teachers’ Perceptions of Pupils with Learning Difficulties: A Qualitative Approach","authors":"Tryfon Mavropalias, Angeliki Lithoxoidou, Niki Tseka","doi":"10.17275/per.23.67.10.4","DOIUrl":"https://doi.org/10.17275/per.23.67.10.4","url":null,"abstract":"Pupils with learning difficulties attending general classes face a plethora of thorny situations both during their learning processes and socialization. General education teachers are to support and actively engage pupils with learning difficulties in classroom settings by employing a range of teaching strategies, while they, sometimes, face difficulties to this end. The qualitative research presented in this article aims to explore general education teachers’ perceptions regarding pupils with learning difficulties. Under this rationale, 21 General education teachers participated in semi-structured interviews, focusing on their perceptions regarding education and treatment of learning difficulties. The study data suggest that participants recognize certain features as far as it concerns the causes of learning difficulties and highlight their potential actions during the teaching process even though they sometimes feel unprepared to facilitate this aim. They, also, emphasize the need for communication between all school agents as well as appropriate teaching means and infrastructure as determining factors for their educational work when it comes to pupils with learning difficulties. Further, implications are offered for the necessary actions that need to be taken for General education teachers’ better preparation and support, namely a scientific network of psychologists and school counselors as well as the need for in-service professional development.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41979143","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}
Many problems faced by mathematics learners both at the school and college levels have occurred so far. Mathematics education students involved in mathematics daily also face various problems, be it problems related to cognitive and affective abilities. Problems such as the emergence of mathematical anxiety, negative self-perception of mathematics, lack of mathematical competence, and many other problems have become the recent focus in mathematics education research. So, how do mathematics education students, especially prospective mathematics teachers, view themselves as related to mathematics? What is their mathematical identity? This study aims to determine the mathematics identity possessed by prospective mathematics teachers. To find out the mathematics identity of prospective mathematics teachers, a descriptive design utilizing a survey with five open-ended questions was asked. Demographic data were analyzed using descriptive frequencies, while the five open-ended questions were analyzed using summative content analysis to analyze free-text responses from 225 prospective mathematics teachers. Free-text responses contain answers to five questions in each component of the mathematical identity obtained from disseminating questions through google forms. We obtained the results that prospective mathematics teachers generally have a positive mathematical identity, but some components need improvement. However, it was also found that the results were quite surprising concerning the mathematical identity of the prospective mathematics teacher. A complete explanation will be discussed in this article.
{"title":"Mathematics Identity of Prospective Mathematics Teachers: Content Analysis of Open-Ended Survey Questions","authors":"A. Kurniawati, D. Juniati, A. Abadi","doi":"10.17275/per.23.66.10.4","DOIUrl":"https://doi.org/10.17275/per.23.66.10.4","url":null,"abstract":"Many problems faced by mathematics learners both at the school and college levels have occurred so far. Mathematics education students involved in mathematics daily also face various problems, be it problems related to cognitive and affective abilities. Problems such as the emergence of mathematical anxiety, negative self-perception of mathematics, lack of mathematical competence, and many other problems have become the recent focus in mathematics education research. So, how do mathematics education students, especially prospective mathematics teachers, view themselves as related to mathematics? What is their mathematical identity? This study aims to determine the mathematics identity possessed by prospective mathematics teachers. To find out the mathematics identity of prospective mathematics teachers, a descriptive design utilizing a survey with five open-ended questions was asked. Demographic data were analyzed using descriptive frequencies, while the five open-ended questions were analyzed using summative content analysis to analyze free-text responses from 225 prospective mathematics teachers. Free-text responses contain answers to five questions in each component of the mathematical identity obtained from disseminating questions through google forms. We obtained the results that prospective mathematics teachers generally have a positive mathematical identity, but some components need improvement. However, it was also found that the results were quite surprising concerning the mathematical identity of the prospective mathematics teacher. A complete explanation will be discussed in this article.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45812977","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}
Quadratic equations are one of the fundamental topics of the secondary school curriculum. Current research in algebra education indicates an upswing in interest in quadratic equations research; however, the general trend of quadratic equation studies is not known. Research, which systematically analyzes quadratic equation studies in the field of mathematics education, will be a guide for the researchers who plan to research this subject matter. Furthermore, displaying the content of quadratic equation studies will be a guide for mathematics teachers in finding the resources to reach alternative teaching methods. This study aimed to review both descriptively and thematically the quadratic equation studies in the field of mathematics education conducted in the period of 2000 to 2021. For this aim, both descriptive and thematic content analysis were used. 42 articles and 9 theses conducted between 2000 and 2021 were examined and analyzed. The findings of this study displayed that although current research in algebra education showed interest in quadratic equation studies, the number of the studies was quite scarce, and the studies still lack sufficient scope. Particularly, more studies should be conducted by considering mathematics teachers’ and pre-service mathematics teachers’ knowledge for teaching quadratic equations from different perspectives. This study will provide a more collective understanding of quadratic equation studies in the field of mathematics education.
{"title":"A Thematic Review of Quadratic Equation Studies in The Field of Mathematics Education","authors":"Makbule Gözde DİDİŞ KABAR","doi":"10.17275/per.23.58.10.4","DOIUrl":"https://doi.org/10.17275/per.23.58.10.4","url":null,"abstract":"Quadratic equations are one of the fundamental topics of the secondary school curriculum. Current research in algebra education indicates an upswing in interest in quadratic equations research; however, the general trend of quadratic equation studies is not known. Research, which systematically analyzes quadratic equation studies in the field of mathematics education, will be a guide for the researchers who plan to research this subject matter. Furthermore, displaying the content of quadratic equation studies will be a guide for mathematics teachers in finding the resources to reach alternative teaching methods. This study aimed to review both descriptively and thematically the quadratic equation studies in the field of mathematics education conducted in the period of 2000 to 2021. For this aim, both descriptive and thematic content analysis were used. 42 articles and 9 theses conducted between 2000 and 2021 were examined and analyzed. The findings of this study displayed that although current research in algebra education showed interest in quadratic equation studies, the number of the studies was quite scarce, and the studies still lack sufficient scope. Particularly, more studies should be conducted by considering mathematics teachers’ and pre-service mathematics teachers’ knowledge for teaching quadratic equations from different perspectives. This study will provide a more collective understanding of quadratic equation studies in the field of mathematics education.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43410337","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 power and value of technology in the information age has been effective in the spread of technology and its use at younger ages. Adolescents are in the risk group in terms of the negative consequences of technology. Today, bullying that has moved to the virtual environment has brought cyber victimization. In order to examine the relationship between the parental internet attitudes of secondary school students and their cyber victimization, 684 secondary school students studying in the city center of Konya (Türkiye) participated in the research in the 2020-2021 academic year. “Cyber Victimization” and “Parental Internet Attitude” questionnaires and “Demographic Information Form” were used to collect the data. It was seen that the most perceived parental internet attitude was the authoritative one and the perceived parental internet attitude of the students who experienced the most victimization was the laissez-faire attitude. According to the participating middle school students, parental internet attitudes differ respecting gender, grade level, education level of parents and school type. It was observed that there was no difference as regards the grade point average. It was also determined that students' cyber victimization is at a low level, and cyber victimization differs according to class level and education level of mother and father. It was found out that there was no difference according to gender, grade point average and school type. In addition, it was observed that parental internet attitude has different effects on the level of cyber victimization.
{"title":"Determination of Cyber Victimizations According to Perceived Parental Internet Attitudes of Middle School Students","authors":"Feyza Gül Apan, Ş. Gündüz","doi":"10.17275/per.23.61.10.4","DOIUrl":"https://doi.org/10.17275/per.23.61.10.4","url":null,"abstract":"The power and value of technology in the information age has been effective in the spread of technology and its use at younger ages. Adolescents are in the risk group in terms of the negative consequences of technology. Today, bullying that has moved to the virtual environment has brought cyber victimization. In order to examine the relationship between the parental internet attitudes of secondary school students and their cyber victimization, 684 secondary school students studying in the city center of Konya (Türkiye) participated in the research in the 2020-2021 academic year. “Cyber Victimization” and “Parental Internet Attitude” questionnaires and “Demographic Information Form” were used to collect the data. It was seen that the most perceived parental internet attitude was the authoritative one and the perceived parental internet attitude of the students who experienced the most victimization was the laissez-faire attitude. According to the participating middle school students, parental internet attitudes differ respecting gender, grade level, education level of parents and school type. It was observed that there was no difference as regards the grade point average. It was also determined that students' cyber victimization is at a low level, and cyber victimization differs according to class level and education level of mother and father. It was found out that there was no difference according to gender, grade point average and school type. In addition, it was observed that parental internet attitude has different effects on the level of cyber victimization.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46788349","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}
It is known that recent studies on artificial intelligence technologies have been handled by different branches of science. One of the mentioned branches of science is education. The rapid increase in the production of artificial intelligence studies in the field of education in recent years attracts the attention of researchers. In this context, the purpose of the present study was to analyze the bibliometric aspects of journal publications on artificial intelligence technology in educational research. The R-Studio tool was used to examine the data set, which was collected from the Web of Science database. The only index fields allowed for articles are SSCI, SCI-Expanded, and ESCI. According to the results of the study, the journal articles on artificial intelligence technologies have appeared to have significantly increased in recent years. The United States, China, and Spain are the most prolific nations in this regard. Despite being among the ten most productive nations, Türkiye and Russia are among those that do not collaborate internationally. It has been found that journal articles on artificial intelligence give a lot of attention to subjects like dropout, chatbot, language learning, student involvement and performance, e-learning, and collaborative learning. We hope that this research will give academics who desire to study artificial intelligence technologies a general overview.
众所周知，最近关于人工智能技术的研究由不同的科学分支进行。其中一个提到的科学分支是教育。近年来，人工智能研究成果在教育领域的快速增长吸引了研究人员的注意。在这种背景下，本研究的目的是分析教育研究中人工智能技术期刊出版物的文献计量方面。R-Studio工具用于检查从Web of Science数据库中收集的数据集。文章唯一允许的索引字段是SSCI、SCI Expanded和ESCI。根据研究结果，近年来，有关人工智能技术的期刊文章似乎显著增加。美国、中国和西班牙是这方面产量最高的国家。尽管土耳其和俄罗斯是生产力最高的十个国家之一，但它们并不进行国际合作。研究发现，关于人工智能的期刊文章非常关注辍学、聊天机器人、语言学习、学生参与和表现、电子学习和协作学习等主题。我们希望这项研究能让希望研究人工智能技术的学者们有一个大致的了解。
{"title":"The Adventure of Artificial Intelligence Technology in Education: Comprehensive Scientific Mapping Analysis","authors":"Adem Karaca, Bahadır Kilcan","doi":"10.17275/per.23.64.10.4","DOIUrl":"https://doi.org/10.17275/per.23.64.10.4","url":null,"abstract":"It is known that recent studies on artificial intelligence technologies have been handled by different branches of science. One of the mentioned branches of science is education. The rapid increase in the production of artificial intelligence studies in the field of education in recent years attracts the attention of researchers. In this context, the purpose of the present study was to analyze the bibliometric aspects of journal publications on artificial intelligence technology in educational research. The R-Studio tool was used to examine the data set, which was collected from the Web of Science database. The only index fields allowed for articles are SSCI, SCI-Expanded, and ESCI. According to the results of the study, the journal articles on artificial intelligence technologies have appeared to have significantly increased in recent years. The United States, China, and Spain are the most prolific nations in this regard. Despite being among the ten most productive nations, Türkiye and Russia are among those that do not collaborate internationally. It has been found that journal articles on artificial intelligence give a lot of attention to subjects like dropout, chatbot, language learning, student involvement and performance, e-learning, and collaborative learning. We hope that this research will give academics who desire to study artificial intelligence technologies a general overview.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738260","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 research, it is aimed to reveal safety expectations of pre-service teachers in the design of smartphones and to examine them in terms of 8 variables as follows: gender, generation (Y-Z), department/branch group, main purpose of smartphone use, operating system, number of smartphones used, smartphone replacement frequency and smartphone segment preference. Quantitative research method was adopted, and the relational survey model was used. For the collection of data, Safety Expectations in the Design of Smartphones Scale (SEitDoSS) -which was developed as part of the first author’s Ph.D. thesis- consisting of 21 items and 5 factors (user-specific expectations, device-specific expectations, integration expectations, health-specific expectations and support expectations) and a Personal Information Form created to collect participants’ information about the variables. Anadolu and Osmangazi Universities (universities in Eskişehir province of Türkiye) were selected to obtain data. The application was carried out online in the spring semester of the 2020-2021 Academic Year, and a total of 252 participants were reached during the 8-week application. According to the results, pre-service teachers’ safety expectations in the design of smartphones are generally high. There was a significant difference in at least one dimension in terms of 7 variables: gender, generation, department/branch group, main purpose of smartphone use, operating system, smartphone replacement frequency and smartphone segment preference. According to the “number of smartphones used”, there was no significant difference in terms of safety expectations of smartphones in design. The implications of the results are discussed with the support of the studies in the literature.
{"title":"Examination of Pre-Service Teachers’ Safety Expectations in The Design of Smartphones in Terms of Various Variables","authors":"Süleyman Burak Tozkoparan, Ferhan Odabaşi","doi":"10.17275/per.23.60.10.4","DOIUrl":"https://doi.org/10.17275/per.23.60.10.4","url":null,"abstract":"In this research, it is aimed to reveal safety expectations of pre-service teachers in the design of smartphones and to examine them in terms of 8 variables as follows: gender, generation (Y-Z), department/branch group, main purpose of smartphone use, operating system, number of smartphones used, smartphone replacement frequency and smartphone segment preference. Quantitative research method was adopted, and the relational survey model was used. For the collection of data, Safety Expectations in the Design of Smartphones Scale (SEitDoSS) -which was developed as part of the first author’s Ph.D. thesis- consisting of 21 items and 5 factors (user-specific expectations, device-specific expectations, integration expectations, health-specific expectations and support expectations) and a Personal Information Form created to collect participants’ information about the variables. Anadolu and Osmangazi Universities (universities in Eskişehir province of Türkiye) were selected to obtain data. The application was carried out online in the spring semester of the 2020-2021 Academic Year, and a total of 252 participants were reached during the 8-week application. According to the results, pre-service teachers’ safety expectations in the design of smartphones are generally high. There was a significant difference in at least one dimension in terms of 7 variables: gender, generation, department/branch group, main purpose of smartphone use, operating system, smartphone replacement frequency and smartphone segment preference. According to the “number of smartphones used”, there was no significant difference in terms of safety expectations of smartphones in design. The implications of the results are discussed with the support of the studies in the literature.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47247504","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}
This study aims to investigate the relationship between primary school administrators' technological leadership self-efficacy and 21st century skills. Employing descriptive (survey) research method, the opinions of the primary school administrators working in the state primary schools in the districts of Konya were examined. The Education Administrators Technological Leadership Self-Efficacy Scale and the 21st Century Skills and Competences Scale Directed at Teaching Candidates were administered. In order to analyse the data collected in the study, in which 272 questionnaire responses were collected, arithmetic mean, standard deviation, percentage, t-test, one-way analysis of variance (ANOVA) and correlation test and Cohen's d test were performed. The results revealed that primary school administrators' perceptions of technological leadership self-efficacy turned out to be at adequate level. It was also seen that there was no significant difference in terms of technological leadership levels of administrators in line with gender and professional experience. It was seen that school administrators' consider 21st century skills important. The results also indicated that there was no significant difference between primary school administrators' perception of 21st century skills and gender, experience, and age. In addition, there is a significant difference between primary school administrators' perceptions of 21st century skills and the variables of position and educational status. The findings also showed that there is a positive, moderate, and significant relationship between the sum and dimensions of primary school administrators' technological leadership behaviours and the sum and dimensions of 21st century skills.
{"title":"Exploring the relationship between technological leadership self-efficacy of primary school administrators and 21st century skills","authors":"Kazım Doğu, Atila Yildirim","doi":"10.17275/per.23.57.10.4","DOIUrl":"https://doi.org/10.17275/per.23.57.10.4","url":null,"abstract":"This study aims to investigate the relationship between primary school administrators' technological leadership self-efficacy and 21st century skills. Employing descriptive (survey) research method, the opinions of the primary school administrators working in the state primary schools in the districts of Konya were examined. The Education Administrators Technological Leadership Self-Efficacy Scale and the 21st Century Skills and Competences Scale Directed at Teaching Candidates were administered. In order to analyse the data collected in the study, in which 272 questionnaire responses were collected, arithmetic mean, standard deviation, percentage, t-test, one-way analysis of variance (ANOVA) and correlation test and Cohen's d test were performed. The results revealed that primary school administrators' perceptions of technological leadership self-efficacy turned out to be at adequate level. It was also seen that there was no significant difference in terms of technological leadership levels of administrators in line with gender and professional experience. It was seen that school administrators' consider 21st century skills important. The results also indicated that there was no significant difference between primary school administrators' perception of 21st century skills and gender, experience, and age. In addition, there is a significant difference between primary school administrators' perceptions of 21st century skills and the variables of position and educational status. The findings also showed that there is a positive, moderate, and significant relationship between the sum and dimensions of primary school administrators' technological leadership behaviours and the sum and dimensions of 21st century skills.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42576234","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 aim of this study is to determine the social acceptance levels of classroom teachers with inclusive students according to different variables for students with special needs. This is a descriptive and quantitative study conducted in the research screening model. The sample group of the research consists of a total of 374 classroom teachers, 240 of whom are female and 134 are male. In the research, "Personal Information Form" and "Social Acceptance Scale" developed by the researchers were used as the data collection tools. Arithmetic mean, standard deviation, independent sample t test, Anova and Scheffe tests and Pearson's r test analyses were performed on the data. The level of p<.05 was considered sufficient for significance in differences and relationships. At the end, it was determined that the social acceptance levels of classroom teachers were generally good. On the other hand, the teachers' social acceptance levels differ significantly according to gender, professional seniority, marital status and the number of inclusive students in the classroom. In addition, significant relationships were observed between the number of inclusive students in teachers' professional seniority and classes and their social acceptance levels. These results were discussed in light of the literature and suggestions were made to increase the efficiency of inclusive education practice and to further improve teachers' social acceptance levels.
{"title":"Investigation of Social Acceptance Levels of Classroom Teachers Regarding Students With Special Needs in Terms of Different Variables","authors":"Ayşegül Ürün, R. Yesil","doi":"10.17275/per.23.63.10.4","DOIUrl":"https://doi.org/10.17275/per.23.63.10.4","url":null,"abstract":"The aim of this study is to determine the social acceptance levels of classroom teachers with inclusive students according to different variables for students with special needs. This is a descriptive and quantitative study conducted in the research screening model. The sample group of the research consists of a total of 374 classroom teachers, 240 of whom are female and 134 are male. In the research, \"Personal Information Form\" and \"Social Acceptance Scale\" developed by the researchers were used as the data collection tools. Arithmetic mean, standard deviation, independent sample t test, Anova and Scheffe tests and Pearson's r test analyses were performed on the data. The level of p<.05 was considered sufficient for significance in differences and relationships. At the end, it was determined that the social acceptance levels of classroom teachers were generally good. On the other hand, the teachers' social acceptance levels differ significantly according to gender, professional seniority, marital status and the number of inclusive students in the classroom. In addition, significant relationships were observed between the number of inclusive students in teachers' professional seniority and classes and their social acceptance levels. These results were discussed in light of the literature and suggestions were made to increase the efficiency of inclusive education practice and to further improve teachers' social acceptance levels.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"45 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41245593","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}
Chi Hyun Choi̇, J. Purba, Niko Sudibjo, R. Pramono
Many Korean missionaries worldwide serve the local community by demonstrating leadership through Korean language teaching. This paper aims to understand the influence of transformational (TF) leadership and transactional (TS) leadership of Korean missionaries on teachers’ job satisfaction (JS) in Korean Language and Culture Centers (KLCCs), with shinbaram (SH) as a Korean ethnic factor as the intervening variable. This research used the Structural Equation Model (SEM) method to analyze 133 samples of KLCC teachers in 23 countries. The findings showed that the TF leadership did not significantly influence the KLCC teachers’ JS, but it did have an influence through the effect of SH intervention. In contrast, the TS leadership directly influenced the KLCC teachers’ JS significantly, but it did not have an influence through the effect of SH intervention. The TF leadership influenced the SH significantly, although the TS leadership did not. In other words, if the TF leadership was implemented in the KLCCs, the teachers’ JS could be improved only when the SH was applied to the organizational culture. Also, this study confirms that the SH directly influenced the KLCC teachers’ JS. These results demonstrate the role of SH as social psychological energy in strengthening JS in a non-profit educational organization whose leaders are missionaries, such as the KLCCs. Non-profit organizations with relatively weak compensation systems should utilize the SH as a catalyst to improve the teachers’ JS.
{"title":"What is the Effect of Intervening SHINBARAM on Teachers' Satisfaction in Korean Language and Culture Centers in Which a Korean Missionary is a Leader?","authors":"Chi Hyun Choi̇, J. Purba, Niko Sudibjo, R. Pramono","doi":"10.17275/per.23.59.10.4","DOIUrl":"https://doi.org/10.17275/per.23.59.10.4","url":null,"abstract":"Many Korean missionaries worldwide serve the local community by demonstrating leadership through Korean language teaching. This paper aims to understand the influence of transformational (TF) leadership and transactional (TS) leadership of Korean missionaries on teachers’ job satisfaction (JS) in Korean Language and Culture Centers (KLCCs), with shinbaram (SH) as a Korean ethnic factor as the intervening variable. This research used the Structural Equation Model (SEM) method to analyze 133 samples of KLCC teachers in 23 countries. The findings showed that the TF leadership did not significantly influence the KLCC teachers’ JS, but it did have an influence through the effect of SH intervention. In contrast, the TS leadership directly influenced the KLCC teachers’ JS significantly, but it did not have an influence through the effect of SH intervention. The TF leadership influenced the SH significantly, although the TS leadership did not. In other words, if the TF leadership was implemented in the KLCCs, the teachers’ JS could be improved only when the SH was applied to the organizational culture. Also, this study confirms that the SH directly influenced the KLCC teachers’ JS. These results demonstrate the role of SH as social psychological energy in strengthening JS in a non-profit educational organization whose leaders are missionaries, such as the KLCCs. Non-profit organizations with relatively weak compensation systems should utilize the SH as a catalyst to improve the teachers’ JS.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49159739","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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