Pro-Social Behavior Scale (PSBS): Development Study
M . Yüksel Erdoğdu İlknur Ecem BaykutPages: 65-76
In this study, it was aimed to develop a measurement tool to measure the prosocial behaviors of adolescents. The research was carried out on 540 students studying at secondary and high school levels in Istanbul and Küçükçekmece districts. After the exploratory factor analysis, it was observed that the scale consisted of 4 sub-dimensions: empathy, altruism, sympathy and self-worth. The theoretical structure of these four dimensions of the scale was supported by confirmatory factor analysis. The variance explained by all items of the scale was measured as 66.75. In order to support the validity level of the scale, it was observed that the correlations between the item discrimination values of the items calculated with the t-test and the subscale scores were significant. The external validity of the scale was compared with the previously developed prosocial behavior scale and significant relationships were found between them. Cronbach Alpha values were calculated for the reliability study of the scale, and it was observed that the reliability values of the scale, including the total scale scores, ranged between .74 and .91. In the light of the psychometric data obtained as a result, a measurement tool with high reliability and validity values was developed for adolescents.
View it in PDFFIELD EXPERIENCE AND DIGITAL TECHNOLOGY-BASED LITERACY INSTRUCTION
Seher ÇetinkayaPages: 77-92
This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.
View it in PDFSystematic Review of Studies on The Emotional Intelligence of School Principals
Hikmet UlutaşPages: 93-107
Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. The study examined studies published in peer-reviewed journals aiming to examine the emotional intelligence of school administrators. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction.
View it in PDFTurkish EFL Teachers’ Knowledge, Perceptions and Practices Regarding Social and Emotional Learning
Değer Daldal Seden TuyanPages: 108-118
The study aims to portray how Turkish EFL instructors perceive social and emotional learning in their own contexts. This research study was primarily based on a mixed-methods research design. In total, 238 Turkish EFL teachers were involved in the study. The study relied mainly on two distinct sources of data, including a Likert-style questionnaire and a semi-structured interview guide. Our data analysis procedure was separated into three stages. First, the quantitative phase of the investigation was analyzed using descriptive statistical analyses on SPSS. As for the second stage, the inferential analysis was carried out using MANOVA. Finally, the focus of the third stage of our data analysis process was centered on qualitative data analysis, which was conducted through content analysis. According to descriptive findings, teachers’ views about their self-efficacy were observed to be moderate, teachers’ views about their desire at a high level and teachers’ views about school culture at a moderate level. According to MANOVA results, there existed statistically significant differences in how teachers perceive SEL among all other independent variables except age. Lastly, two different major categories emerged from qualitative data analysis. These include teachers’ views about the importance of SEL and factors that prevent teachers from integrating SEL instruction into their curriculum.
View it in PDFLifelong Learning and Adult Education: A Literature Review
Nihan Arslan Muazzez Demirbağ Hatice DilmenPages: 119-122
Although lifelong learning is not a new concept, there are various definitions for it. One of the main aims of lifelong learning is to equip people with the necessary talents and skills to continue their self-learning after the end of formal education. Contrary to this definition, which emphasises the period after formal education, another definition emphasizes the whole life; lifelong learning as learning that includes all types of learning experiences in life. In addition, lifelong learning is much more than education. People constantly need to learn on their own to adapt to the new situation after education. Adult education, which is conducted by different educational institutions under the title of lifelong learning, includes activities to improve individuals’ abilities, skills, and knowledge in addition to their formal education. This review study examines the development and changes in the concepts of lifelong learning, adult education, and psychology
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