Article Info, Makale Bilgisi Öz, Erken Çocukluk, Dönemi Ebeveynlikte, Bilinçli Farkındalık, Araştırma Makalesi
The purpose of this study is to investigate the relationship between children's social skills in early childhood, mindfulness in parenting, and mindfulness in marriage. The research was conducted based on the correlational survey model. The participants are 279 parents with children aged 3-7 years. The instruments that used for data collection were the Preschool and Kindergarten Behavior Scale (PKBS-2), Mindfulness in Marriage Scale (MMS), Mindfulness in Parenting Questionnaire (MPQ) and Personal Information Form. Independent samples t-test, correlation analysis, and multiple linear regression analysis were used to analyze the data. The results show that mindfulness in marriage and mindfulness in parenting have a positive and significant relationship with social skills in early childhood. According to the results of the regression analysis, mindfulness in marriage and mindfulness in parenting are significant predictors of children’s social skills. The regression model has explained 27% of social skills. The research findings were discussed in light of the literature.
{"title":"Mindfulness in Marriage and Mindfulness in Parenting as Predictors of Social Skills in Early Childhood","authors":"Article Info, Makale Bilgisi Öz, Erken Çocukluk, Dönemi Ebeveynlikte, Bilinçli Farkındalık, Araştırma Makalesi","doi":"10.14812/cuefd.1205785","DOIUrl":"https://doi.org/10.14812/cuefd.1205785","url":null,"abstract":"The purpose of this study is to investigate the relationship between children's social skills in early childhood, mindfulness in parenting, and mindfulness in marriage. The research was conducted based on the correlational survey model. The participants are 279 parents with children aged 3-7 years. The instruments that used for data collection were the Preschool and Kindergarten Behavior Scale (PKBS-2), Mindfulness in Marriage Scale (MMS), Mindfulness in Parenting Questionnaire (MPQ) and Personal Information Form. Independent samples t-test, correlation analysis, and multiple linear regression analysis were used to analyze the data. The results show that mindfulness in marriage and mindfulness in parenting have a positive and significant relationship with social skills in early childhood. According to the results of the regression analysis, mindfulness in marriage and mindfulness in parenting are significant predictors of children’s social skills. The regression model has explained 27% of social skills. The research findings were discussed in light of the literature.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45380163","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 the 1950s in Turkey, textbooks held a crucial role in education and training. The Republic of Turkey, like many modern states, not only kept the principles and procedures of writing and reviewing textbooks very strict through the Board of Education but also took the debates and criticisms seriously. One of the examples of this is the debate about a visual in the Astronomy textbook written by Şerafettin Çintan, a mathematics teacher at Kabataş High School for Boys, which appeared in the Turkish press on 9-17 March 1955 and lasted for nine days. This study aims to analyze and evaluate said debate in the context of the political and pedagogical environment of the period. Designed as qualitative research, the present study is based on document analysis. As the data source of the study, the Astronomy textbook prepared by Şerafettin Çintan, the decisions of the Board of Education on astronomy textbooks, and the newspapers of the period were employed. The data collected within the scope of the study were analyzed through descriptive analysis. As a result of the study, it was found that the examining institutions concluded that the mustache-like shapes in the visuals used in the Astronomy textbook on 16 March 1955 were due to a cliche error and that the Board of Education accepted Şerafettin Çintan's book as a textbook again in December 1955.
{"title":"Debates Reflected in the National Press on Visual Problem in an Astronomy Textbook","authors":"Meltem Begüm SAATÇI ATA","doi":"10.14812/cuefd.1267211","DOIUrl":"https://doi.org/10.14812/cuefd.1267211","url":null,"abstract":"In the 1950s in Turkey, textbooks held a crucial role in education and training. The Republic of Turkey, like many modern states, not only kept the principles and procedures of writing and reviewing textbooks very strict through the Board of Education but also took the debates and criticisms seriously. One of the examples of this is the debate about a visual in the Astronomy textbook written by Şerafettin Çintan, a mathematics teacher at Kabataş High School for Boys, which appeared in the Turkish press on 9-17 March 1955 and lasted for nine days. This study aims to analyze and evaluate said debate in the context of the political and pedagogical environment of the period. Designed as qualitative research, the present study is based on document analysis. As the data source of the study, the Astronomy textbook prepared by Şerafettin Çintan, the decisions of the Board of Education on astronomy textbooks, and the newspapers of the period were employed. The data collected within the scope of the study were analyzed through descriptive analysis. As a result of the study, it was found that the examining institutions concluded that the mustache-like shapes in the visuals used in the Astronomy textbook on 16 March 1955 were due to a cliche error and that the Board of Education accepted Şerafettin Çintan's book as a textbook again in December 1955.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43924469","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}
As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.
{"title":"Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education","authors":"Hande Gülbağcı Dede, Deniz ÖZEN ÜNAL, Z. Yilmaz","doi":"10.14812/cuefd.950622","DOIUrl":"https://doi.org/10.14812/cuefd.950622","url":null,"abstract":"As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48266021","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}
Turkey has always been among the top European countries that have sent the highest number of students to the U.S. This study aims to investigate the language incompetency and language-related challenges faced by Turkish graduate students studying at US universities with scholarship status. For this purpose, the phenomenological research method was used, and 13 participants were selected for the sample. After the interviews, the findings were coded, classified as themes, and evaluated. The study findings show that the students have speaking and listening problems, have difficulty understanding different accents, and have problems understanding concepts related to their studies' field in their departments. Learning English through exam-oriented strategy, unrealistic expectations of the students about learning English in the U.S., and the lack of social environment where the students can be exposed to English in Turkey have been identified as the main themes leading the students to experience language incompetency in their departments. The findings also show that it is not sufficient to overcome the language deficiency of the students due to the time restriction of language education abroad. Also, the pedagogy of the U.S. educational system and cultural barriers have emerged as other areas of challenge that intersect with language inadequacy. The students selected through competitive exams throughout Turkey are expected to have high self-confidence. However, it has been determined that the students experience a loss of self-confidence, especially in their first two semesters, due to language inadequacy and pedagogical and cultural differences. The findings of this study provide information to English education centers, Turkish Scholarship Program, students, counselors, and advisors in Turkey and the US.
{"title":"A Retrospective Phenomenological Study on the Language Challenges Faced by Turkish Graduate Students at U.S. Universities","authors":"Huseyin Tutar","doi":"10.14812/cuefd.1265080","DOIUrl":"https://doi.org/10.14812/cuefd.1265080","url":null,"abstract":"Turkey has always been among the top European countries that have sent the highest number of students to the U.S. This study aims to investigate the language incompetency and language-related challenges faced by Turkish graduate students studying at US universities with scholarship status. For this purpose, the phenomenological research method was used, and 13 participants were selected for the sample. After the interviews, the findings were coded, classified as themes, and evaluated. The study findings show that the students have speaking and listening problems, have difficulty understanding different accents, and have problems understanding concepts related to their studies' field in their departments. Learning English through exam-oriented strategy, unrealistic expectations of the students about learning English in the U.S., and the lack of social environment where the students can be exposed to English in Turkey have been identified as the main themes leading the students to experience language incompetency in their departments. The findings also show that it is not sufficient to overcome the language deficiency of the students due to the time restriction of language education abroad. Also, the pedagogy of the U.S. educational system and cultural barriers have emerged as other areas of challenge that intersect with language inadequacy. The students selected through competitive exams throughout Turkey are expected to have high self-confidence. However, it has been determined that the students experience a loss of self-confidence, especially in their first two semesters, due to language inadequacy and pedagogical and cultural differences. The findings of this study provide information to English education centers, Turkish Scholarship Program, students, counselors, and advisors in Turkey and the US.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43244743","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 was to determine the effect of project approach-based education on cognitive abilities and scientific process skills of six-years children. A pretest-posttest-retention test control group quasi- experimental design was implemented in this study. Two kindergartens were involved, determined by simple random sampling and with similar features according to teacher and director views. In order to collect data, General Information Form, Cognitive Ability Test Form-6 to identify children's cognitive abilities, and Scientific Process Skills Test were utilized. At the end of this study, it was found that the project approach-based education administered caused a significant difference in cognitive ability and scientific process skills in favor of the experimental group of children and had a middle effect size. The difference between the post-test and retain test mean scores of the children in the experimental group were insignificant, and the effect of the applied education continued.
{"title":"Proje Yaklaşımına Dayalı Eğitimin Altı Yaş Çocukların Bilişsel Yetenek ve Bilimsel Süreç Becerilerine Etkisi","authors":"Ş. Meti̇n, N. Aral, H. Uzun, N. Karaca","doi":"10.14812/cuefd.1079732","DOIUrl":"https://doi.org/10.14812/cuefd.1079732","url":null,"abstract":"The aim of this study was to determine the effect of project approach-based education on cognitive abilities and scientific process skills of six-years children. A pretest-posttest-retention test control group quasi- experimental design was implemented in this study. Two kindergartens were involved, determined by simple random sampling and with similar features according to teacher and director views. In order to collect data, General Information Form, Cognitive Ability Test Form-6 to identify children's cognitive abilities, and Scientific Process Skills Test were utilized. At the end of this study, it was found that the project approach-based education administered caused a significant difference in cognitive ability and scientific process skills in favor of the experimental group of children and had a middle effect size. The difference between the post-test and retain test mean scores of the children in the experimental group were insignificant, and the effect of the applied education continued.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378529","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 predictive power of teachers’ perceptions of autonomy on the term grade of high school students and differences in terms of school type and field of instruction. The study groups of this research, which was carried out with a predictive design and survey design among the quantitative research methods, included 230 teachers working in state high schools in affiliated with the Turkish Ministry of National Education in Battalgazi and Yeşilyurt in Malatya Province and 3005 students enrolled in the 11th grade at those schools. The teachers’ data were obtained via the Teacher Autonomy Perception Scale developed by the researchers. The students’ data consisted of term grade for 11th grade students in the 2020-2021 academic year. According to multiple regression analysis, the scale factors of autonomy in the classroom, autonomy at school and professional autonomy together explained 7% of the change in students’ term grade. While the autonomy at school score was a significant predictor of students’ term grade, autonomy in the classroom and professional autonomy were not significant predictors. Regarding to Kruskal-Wallis H test findings, while there was a significant difference in teachers’ perceptions of autonomy at school in terms of school type, there was no significant difference in their perceptions of autonomy in the classroom or professional autonomy. According to MANOVA findings, there was a significant difference in teachers’ perceptions of autonomy in the classroom in terms of field of instruction but no significant difference in their perceptions of autonomy at school or professional autonomy. The findings of this research might provide guidance for researchers, curriculum development experts, policymakers, academics in teacher training institutions, and other relevant stakeholders.
{"title":"Predictive Power of Teachers’ Perceptions of Autonomy on High School Students’ Term Grade","authors":"Derya Karadeni̇z, Seval Fer","doi":"10.14812/cuefd.1143008","DOIUrl":"https://doi.org/10.14812/cuefd.1143008","url":null,"abstract":"This study aims to investigate the predictive power of teachers’ perceptions of autonomy on the term grade of high school students and differences in terms of school type and field of instruction. The study groups of this research, which was carried out with a predictive design and survey design among the quantitative research methods, included 230 teachers working in state high schools in affiliated with the Turkish Ministry of National Education in Battalgazi and Yeşilyurt in Malatya Province and 3005 students enrolled in the 11th grade at those schools. The teachers’ data were obtained via the Teacher Autonomy Perception Scale developed by the researchers. The students’ data consisted of term grade for 11th grade students in the 2020-2021 academic year. According to multiple regression analysis, the scale factors of autonomy in the classroom, autonomy at school and professional autonomy together explained 7% of the change in students’ term grade. While the autonomy at school score was a significant predictor of students’ term grade, autonomy in the classroom and professional autonomy were not significant predictors. Regarding to Kruskal-Wallis H test findings, while there was a significant difference in teachers’ perceptions of autonomy at school in terms of school type, there was no significant difference in their perceptions of autonomy in the classroom or professional autonomy. According to MANOVA findings, there was a significant difference in teachers’ perceptions of autonomy in the classroom in terms of field of instruction but no significant difference in their perceptions of autonomy at school or professional autonomy. The findings of this research might provide guidance for researchers, curriculum development experts, policymakers, academics in teacher training institutions, and other relevant stakeholders.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164410","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}
Motherhood is an important part of gender inequality discussions and the basis of the unequal division of labor based on gender is mostly based on motherhood roles. It is stated that employed women have a high level of work-family conflict, perceive themselves to be far from being the "ideal" mother, and have higher levels of guilt. The internalization of sexist standards is thought to be effective in triggering and increasing feelings of guilt. In this context, this research sought to examine the sense of guilt felt by working mothers of pre-school children and the relationship of this feeling with internalized sexism and sociodemographic variables. 209 working mothers of pre-school children either in a part-time or full-time job participated in the study. Descriptive analysis, correlation analysis, and regression analysis were employed in the study. The results showed that the mother’s guilt was positively related to the sub-dimensions of internalized sexism. Specifically, internalized powerlessness/loss of self and self-objectification from sub-dimensions of internalized sexism significantly predicted the mother’s guilt. Additionally, weekly working hours and the number of children also predicted the mother’s guilt. These results are important in terms of revealing the risks caused by the internalization of sexist norms that put serious pressure on mothers. Efforts towards gender equality are of great importance in increasing the quality of life for mothers in the family life and workplace.
{"title":"Examining the Relationship Between Maternal Employment Guilt and Internalized Sexism in Mothers with Preschool Children","authors":"Binaz Bozkur, Oguzcan Cig","doi":"10.14812/cufej.1125337","DOIUrl":"https://doi.org/10.14812/cufej.1125337","url":null,"abstract":"Motherhood is an important part of gender inequality discussions and the basis of the unequal division of labor based on gender is mostly based on motherhood roles. It is stated that employed women have a high level of work-family conflict, perceive themselves to be far from being the \"ideal\" mother, and have higher levels of guilt. The internalization of sexist standards is thought to be effective in triggering and increasing feelings of guilt. In this context, this research sought to examine the sense of guilt felt by working mothers of pre-school children and the relationship of this feeling with internalized sexism and sociodemographic variables. 209 working mothers of pre-school children either in a part-time or full-time job participated in the study. Descriptive analysis, correlation analysis, and regression analysis were employed in the study. The results showed that the mother’s guilt was positively related to the sub-dimensions of internalized sexism. Specifically, internalized powerlessness/loss of self and self-objectification from sub-dimensions of internalized sexism significantly predicted the mother’s guilt. Additionally, weekly working hours and the number of children also predicted the mother’s guilt. These results are important in terms of revealing the risks caused by the internalization of sexist norms that put serious pressure on mothers. Efforts towards gender equality are of great importance in increasing the quality of life for mothers in the family life and workplace.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42297011","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 the present study is to examine whether marital attitude is predicted by gender perception and ambivalent sexism. In addition, it was examined whether the marriage attitude differs according to some variables (gender, whether the parents live together, and whether victims of sexual abuse). The study group of the research consists of 377 individuals between the ages of 18-36. The research data were collected using the Inönü Marriage Attitude Scale, the Gender Perception Scale, and the Ambivalent Sexism Scale. As a result of the correlation analysis, it was concluded that the marriage attitude was positively and significantly associated with gender perception, hostile, and benevolent sexism. The regression analysis concluded that benevolent sexism statistically significantly predicted marriage attitude, but gender perception and hostile sexism did not significantly predict marriage attitude. As a result of the t-test, it was seen that the marital attitude differed significantly according to the variables of gender, whether the parents lived together and whether the victim of sexual abuse.
{"title":"An Investigation of Marriage Attitude in terms of Perception of Gender, Ambivalent Sexism, and Some Variables","authors":"Kübra Dombak, Eyüp Çelik","doi":"10.14812/cufej.1079520","DOIUrl":"https://doi.org/10.14812/cufej.1079520","url":null,"abstract":"The aim of the present study is to examine whether marital attitude is predicted by gender perception and ambivalent sexism. In addition, it was examined whether the marriage attitude differs according to some variables (gender, whether the parents live together, and whether victims of sexual abuse). The study group of the research consists of 377 individuals between the ages of 18-36. The research data were collected using the Inönü Marriage Attitude Scale, the Gender Perception Scale, and the Ambivalent Sexism Scale. As a result of the correlation analysis, it was concluded that the marriage attitude was positively and significantly associated with gender perception, hostile, and benevolent sexism. The regression analysis concluded that benevolent sexism statistically significantly predicted marriage attitude, but gender perception and hostile sexism did not significantly predict marriage attitude. As a result of the t-test, it was seen that the marital attitude differed significantly according to the variables of gender, whether the parents lived together and whether the victim of sexual abuse.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41699517","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 effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.
{"title":"Does Instructional Leadership Make a Difference? Investigating the Relationship between Instructional Leadership and Teacher Autonomy","authors":"Cihat Ay, Abdulvehap Boz","doi":"10.14812/cufej.939224","DOIUrl":"https://doi.org/10.14812/cufej.939224","url":null,"abstract":"The effect of principals’ instructional leadership style on the teaching profession has received much scrutiny. However, there is an apparent need for more studies in Turkey that address the relationships between instructional leadership and teacher autonomy. This quantitative study aimed to explore the association between principals’ instructional leadership and teacher autonomy. More importantly, the current study sought to determine the extent to which instructional leadership behaviors explain the variance in teacher autonomy. Two existing scales were conducted to collect data from 500 teachers. We conducted descriptive statistics analysis to measure the teachers’ perception of instructional leadership and teacher autonomy, the bivariate correlation was used to assess the relationship between the variables and finally we conducted a regression analysis to examine the extent to which instructional leadership explains variance in teacher autonomy. The result indicates a positive relationship between principals’ instructional leadership and teacher autonomy. More importantly, the result of regression analysis reveals that principals’ instructional leadership style is a predictor of teacher autonomy. The implications and limitations of this study, as well as recommendations for future researchers, are presented.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390922","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 mediating role of self-compassion and cognitive flexibility in the relationship between differentiation of self and subjective well-being was investigated. A total of 587 university students participated in the study. Participants completed the Differentiation of Self Scale, Self-Compassion Scale, Cognitive Flexibility Inventory, Positive and Negative Emotion Scale, and Life Satisfaction Scale. The role of self-compassion and cognitive flexibility in explaining the relationship between differentiation of self and subjective well-being was examined using path analysis. Research findings showed that self-compassion and cognitive flexibility play a full mediating role in the relationship between differentiation of self and subjective well-being. The findings were discussed in the light of the literature and recommendations were presented.
{"title":"The Mediating Role of Self-Compassion and Cognitive Flexibility in the Relationship Between Differentiation of Self and Subjective Well-Being","authors":"Yasemin OKAN ER, M. Deniz","doi":"10.14812/cuefd.1074927","DOIUrl":"https://doi.org/10.14812/cuefd.1074927","url":null,"abstract":"In this study, the mediating role of self-compassion and cognitive flexibility in the relationship between differentiation of self and subjective well-being was investigated. A total of 587 university students participated in the study. Participants completed the Differentiation of Self Scale, Self-Compassion Scale, Cognitive Flexibility Inventory, Positive and Negative Emotion Scale, and Life Satisfaction Scale. The role of self-compassion and cognitive flexibility in explaining the relationship between differentiation of self and subjective well-being was examined using path analysis. Research findings showed that self-compassion and cognitive flexibility play a full mediating role in the relationship between differentiation of self and subjective well-being. The findings were discussed in the light of the literature and recommendations were presented.","PeriodicalId":41750,"journal":{"name":"Cukurova University Faculty of Education Journal","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48227490","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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