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https://hdl.handle.net/20.500.12451/41

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Embracing Diversity in the Classroom: Teachers’ Perceptions on Culturally Responsive Classroom Practices in Türkiye
(SAGE Publications Inc., 2025) Mercan Küçükakın, Pınar; Yıldırım Taştı, Özlem; Çobanoğlu, Rahime; Gökmenoğlu, Tuba; Akcaoğlu, Mustafa Öztürk
Creating culturally responsive learning environments stands as a pivotal objective for 21st-century classrooms to foster inclusive and equitable education. This phenomenological inquiry explores the perceptions and practices of classroom teachers regarding Culturally Responsive Pedagogy (CRP) within the educational context of Türkiye. To this end, semi-structured interviews were conducted with 11 teachers purposefully selected from public schools in Gaziantep, a city notable for its increased cultural diversity in the country. Content analysis was utilized for data analysis. The following themes emerged in the study: Barriers to Culturally Responsive Pedagogy and Culturally Responsive Pedagogy Practices. The findings indicate that, although there are instances of culturally responsive practices being implemented and positive perceptions of CRP among educators, substantial challenges persist in integrating CRP effectively within classroom settings. The study highlights the need for effective professional development and teacher training focused on CRP.
From Perseverance of Effort to Perceived Employability in First-Generation College Students: The Mediating Role of Career Adaptability and Career Engagement
(SAGE Publications Inc., 2025) Ayvaz, Ahmet; Elhatip, Yaser Emir
Although constraining contextual and extrinsic factors pose significant challenges for first-generation college students, intrinsic and individual strengths also play a crucial role in facilitating positive outcomes in their career development. To better understand the role of these factors, this study aimed to examine the relationships among perseverance of effort, career adaptability, career engagement, and perceived employability, within the framework of Career Construction Theory. Data were collected from 308 senior first-generation college students in Türkiye. Using PROCESS v4.3 for R, we found that perseverance of effort significantly predicted both career adaptability and career engagement. Career adaptability significantly predicted both career engagement and perceived employability, while career engagement also significantly predicted perceived employability. Additionally, career adaptability and career engagement serially mediated the relationship between perseverance of effort and perceived employability. This study revealed that adaptivity, adaptability, and adapting responses were crucial internal factors leading to positive outcomes for first-generation college students. The implications, limitations, and future directions of this research are also discussed.
From ambition to substance use tendency: the mediating role of significance quest
(Frontiers Media SA, 2025) Şahin, Ekrem Sedat
this study, the aim was to determine the mediating effect of the quest for significance on the relationship between ambition and substance use tendency in emerging adults. Data were collected from emerging adults studying at various universities in Turkey through both face-to-face and online processes. A total of 506 emerging adults ( (Formula presented.) age = 21.62) participated in the study. The Ambition Scale, Significance Quest Scale, Substance Initiation Tendency Scale, and a demographic form were used to gather data. Structural equation modeling was employed to analyze the data. The results revealed a positive and significant relationship between ambition and the quest for significance, as well as between the quest for significance and substance use tendency in emerging adults. Furthermore, the quest for significance was found to mediate the relationship between ambition and substance use tendency in this population. Suggestions were provided based on the findings of the study.
Equity in School Principal Selection and Its Influence on Teachers’ Motivation to Pursue the Role
(Routledge, 2025) Arastaman, Gökhan; Çetinkaya, Aslı; Yıldırım, Kamil
The first of the critical components of selecting a qualified principal is related to the principal selection process and the second is related to the motivation of teachers to become principals. In the research, these two critical components were discussed together within the framework of Rawl’s theory of socıal justıce. According to the theory, the organization of public resources and services in a way that provides fair and equal opportunities for each individual is important for the development of a sense of justice and trust in individuals. Hermeneutic phenomenological design was used in the research. The focus was on the meanings that participants who experienced the principal selection process created about their experiences. Semi-structured interviews were conducted with five teachers, five vice principals and 10 school principals. The research results showed that injustice in the selection of principals in Türkiye is considered a common problem, and that equity-based problems in the selection of school principals are reflected in teachers’ motivation to become principals. It has been suggested that selection policies based on equity should be developed by ensuring the participation of teachers and school administrators in decisions that affect the career choices of school leaders and by taking into account master-apprentice relationships in the selection of principals.
Analysis of educational process of Syrian refugee students to the Turkish education system
(Routledge, 2025) Orakçı, Şenol
Migration and war are painful events that impact human existence. Due to the unfavourable circumstances in Syria, many Syrians have been forced to relocate to Türkiye. Türkiye has welcomed more than 3.5 million people from Syria, rising to the top spot among countries hosting Syrian refugees globally. One of the groups most impacted by migration is children. The present study aims to identify the issues Syrian refugee students face as they adjust to life in Türkiye’s educational system. In this mixed methods research, an explanatory sequential design was employed. The study group of the research consisted of Syrian refugee students.
Opinions of Emerging Adults About Their Sharenting Experiences: A Qualitative Study
(University of California Press, 2025) Cansızlar, Mustafa Maruf; Şahin, Ekrem Sedat
Parents’ sharing of personal information about their children and images such as photos and videos on social media is defined as ‘sharenting’. Research on sharenting thus far has focused on the content of parents’ online shares and their motivations for sharenting. There are no studies in the literature on the experiences of individuals in emerging adulthood regarding their parents’ sharenting behavior and how this phenomenon may affect their future. The aim of this research is to examine and describe in detail the experiences of emerging adults who are exposed sharenting via a holistic approach. Data on the sharenting experiences of emerging adults aged 18-25 from Turkey were collected through individual and focus group interviews. Findings regarding emerging adults’ feelings about the sharenting experience, their perceived parental motivations, coping methods against sharenting, expectations from parents, and the impact of sharenting on their future were discussed; suggestions were made for researchers and practitioners.
Exploring the relationship between learning climate in schools and agile leadership using multi-group path analysis: does “Willingness to work” have a mediating role
(Springer, 2025) Sözer Boz, Esra; Tabak, Hasan
The learning climate in schools is significantly influenced by relationships among teachers, students, and school administration. Despite its importance, relatively few studies have explored the relationship between learning climate and principal characteristics from teachers’ perspectives. This study aims to examine the mediating role of teachers’ willingness to work in the relationship between the learning climate in schools and agile leadership. The participants consist of 630 teachers from various educational levels, ranging from preschool to high school. Data were collected using the Agile Leadership Scale, the Learning Climate Scale, and an item assessing teachers’ willingness to work. Mediation analysis was employed to examine the impact of teachers’ willingness to work on the relationship between agile leadership and the learning climate in schools. The findings revealed that willingness to work serves as a mediator in the relationship between the learning climate in schools and agile leadership. Multi-group path analysis indicated that this mediation effect was significant among male teachers, whereas they were not observed among female teachers. The overall results demonstrate that the learning climate in schools is affected by the agile leadership of the principals, and the willingness to work of teachers partially mediated this relationship. These findings underscore the importance of agile leadership behaviors in fostering a conducive learning climate and suggest that supporting teachers’ professional and personal development can further enhance this environment.
Relative Deprivation Mediates the Relationship Between Social Exclusion and Adolescent Depression
(John Wiley and Sons Inc, 2025) Duran Mucuk, Makbule; Şahin, Ekrem Sedat
The aim of this study was to determine the mediating role of relative deprivation in the relationship between social exclusion and depression in adolescents. A total of 437 (269 female, 168 male) adolescents (78 9th, 106 10th, 192 11th, and 61 12th-grade students) from four different high schools in Turkey participated in the study. Latent variable mediated structural model and bootstrap analysis were used to analyse the research data collected with Kutcher Adolescent Depression Scale Short Form, Social Exclusion Experience Scale for Adolescents, and Relative Deprivation Scale for Adolescents. In the study, it was found that there is a moderate, positive, and significant relationship between social exclusion and depression (β = 0.50, p < 0.001), social exclusion and relative deprivation (β = 0.64, p < 0.001), and relative deprivation and depression (β = 0.54, p < 0.001) in adolescent individuals. It was also found that relative deprivation mediated the relationship between social exclusion and depression (β = 0.23, 95% CI [0.11, 0.32]). To prevent the social exclusion and relative deprivation experienced by adolescents, school counselors can help students improve their communication and problem-solving skills. In this way, it can also contribute to the prevention of adolescent depression.
Latent Profile Patterns of Teachers' Organisational Identity Perception in Educational Settings
(John Wiley and Sons Inc, 2025) Tabak, Hasan; Sözer Boz, Esra
Organisational identity is crucial in fostering a reliable working environment within educational settings. Therefore, this study focused on examining latent profiles of teachers' organisational identity perceptions. Latent profile analysis was utilised to uncover distinct profiles and their characteristics as assessed by the Teacher Organizational Identity Perception Scale's three dimensions (support, belonging, and communication). The data was collected from 578 in-service teachers working in different grades from preschool to high school. The results identified four distinct teacher profiles: lack of support (n = 59), belonging deficiency (n = 101), engagement (n = 276) and commitment (n = 142). Nearly half of the teachers were in the engagement profile, indicating medium-level organisational identity perception. Covariance analysis revealed that male teachers were significantly more likely to be in the engagement profile rather than the lack of support (OR = 0.59), suggesting that male teachers exhibit higher organisational identity perceptions. This study provides valuable insights into comprehending the nature of teachers' organisational identity perceptions and advocates for future studies to consider these latent profile characteristics in efforts to cultivate a robust school climate.
Autonomous learning and creative cognition: the mediating effect of gifted students’ self-efficacy
(Frontiers Media SA, 2024) Orakçı, Şenol
In today’s world, it is of great importance to raise qualified learners whose creative thinking skills and self-efficacy are developed and who can make various choices and take responsibility for their choices as well as implementing them by making their own decisions. In this regard, the study examined the role of gifted students’ self-efficacy (SE) as a mediator on the relationship between autonomous learning (AL) and creative cognition (CC). Methods: A proposed conceptual model was tested using a cross-sectional survey design. Based on “convenience sampling,” the study group consisted of 528 gifted secondary school students enrolled in three Science and Arts Centers in Ankara, Türkiye in the 2022–2023 academic year. A two-step Structural equation modelling (SEM) analysis was conducted for data analysis. Results and discussion: The findings revealed that AL positively and significantly predicted CC, SE was positively correlated with CC, and both dimensions of AL (Independence of Learning- IoL and Study habits- SH) had a significant direct and indirect influence on CC via SE, confirming that the dimensions of AL (IoL and SH) had distinct indirect influences on CC via SE. The study improves our understanding of the role that SE beliefs play in the interaction between AL and CC, which helps to expand and improve models that represent these processes. In order to create conditions that encourage AL, foster SE beliefs, and eventually improve CC among gifted students, educators, policymakers, and parents can create a learning environment that not only promotes AL and strong SH but also fosters SE and CC, ultimately leading to more innovative and self-reliant students.
Pre-service music teachers’ experiences with the teaching practice course
(Nilgun SAZAK, 2024) Aras, Ayda
This study reveals the experiences of pre-service music teachers in the teaching practice course. Phenomenology was used for this study. Eight final-year pre-service music teachers who took the teaching practice course were included in the study using maximum diversity sampling. The data were collected using semi-structured interviews. Deductive content analysis was used to analyze the data. Credibility and transferability studies were adopted as validity studies, and internal consistency and confirmability studies were adopted as reliability studies. Pre-service music teachers stated that they had many positive and negative experiences with the teaching methods and techniques, mentor teacher, use of technology, school administrator, students, textbooks, equipment, music classroom, classroom management, time management, and content knowledge. It was concluded that pre-service music teachers gained many benefits due to their teaching practice. In line with the results, suggestions such as pre-service music teachers should be enabled to carry out their teaching practice at different levels of education.
Orta yaş krizinin gösterim alanı olarak Amerikan Güzeli Filmi: Ruh sağlığı bakış açısıyla bir değerlendirme
(Dokuz Eylül Üniversitesi, 2024) Morsünbül, Ümit
Orta yetişkinlik dönemi insan yaşamındaki en uzun gelişim evrelerinden biridir. Orta yaşa geçiş pek çok insan için zorlu olmakta ve bazı durumlarda orta yaş krizine dönüşebilmektedir. Orta yaş krizi, orta yetişkinlik dönemine geçilmesiyle birlikte bireylerin var olan rollerinden, yaşam amaçlarından ve yaşam yapılarından memnuniyetsizleri nedeniyle stresli ve zorlayıcı bir arayış dönemine girmesi olarak tanımlanabilmektedir. Orta yaş krizi bireylerin kaygı, depresyon, uyku bozuklukları, konsantrasyon sorunları, kişiler arası ilişkilerinde sorunlar yaşamalarına neden olabilmektedir. Bu çalışmada orta yaş krizi özelliklerinin değerlendirilmesi amacıyla sinema ve psikoloji alanlarının bakış açıları yan yana getirilmiştir. Bu bağlamda çalışmanın amacı orta yaş krizi özelliklerinin yönetmenliği Sam Mendes tarafından yapılan Amerikan Güzeli filmi üzerinden incelenmesidir. Çalışmada nitel araştırma yöntemlerinden biri olan doküman incelemesi kullanılmıştır. Film analizi kariyer/meslek, sağlık, aile, ilişkiler, cinsellik, dünya görüşü ve kimlik kategorileri başlıkları altında yapılmıştır. Çalışmanın sonuçları Amerikan Güzeli filmi başkarakteri Lester’ın orta yaş krizini nerdeyse yaşamının tüm alanlarında deneyimlediğini göstermiştir. Sonuç olarak, orta yaş krizinin ruh sağlığı alanında çalışan uzmanlar tarafından bilinmesi, bu kriz esnasında zorluklar yaşayan danışanlarla çalışırken daha doğru müdahalelerde bulunmalarını sağlayabilir.
Maddi kaygı ölçeğinin (MKÖ) Türkçeye uyarlanması: geçerlik ve güvenirlik çalışması
(Çukurova Üniversitesi, 2024) Ayvaz, Ahmet; Şahin, Ekrem Sedat
Bu araştırmada Maddi Kaygı Ölçeğinin (Archuleta vd., 2013) Türkçeye uyarlanması, geçerlik ve güvenirliğinin sınanması amaçlanmıştır. Araştırma kapsamında doğrulayıcı faktör analizi için 314, yakınsak- ayırt edici geçerlik çalışması için 119 ve test tekrar test çalışması için 21 üniversite öğrencisi ve yetişkinden veri toplanmıştır. Uyarlanan formun geçerliği için ilk olarak doğrulayıcı faktör analizi gerçekleştirilmiştir. Ayrıca yakınsak ve ayırt edici geçerliği test etmek üzere ekonomik kısıtlılıklar, yaygın kaygı bozukluğu, öznel sosyal statü ve yaşam doyumu değişkenleri ile uyarlanan ölçek arasındaki ilişkiler incelenmiştir. Güvenirlik için ise iç tutarlılık katsayısı incelenmiş ve test tekrar test çalışmaları yürütülmüştür. Doğrulayıcı faktör analizinde modelin veriye iyi uyum gösterdiği görülmüştür. Ayrıca CR ve AVE değerlerinin yüksek olduğu, ölçme değişmezliğinin de sağlandığı bulunmuştur. Uyarlanan ölçme aracı ile ilişkili olabilecek yapıların, uyarlanan ölçek ile ilişkili olduğu ve dolayısıyla yakınsak ve ayırt edici geçerliğin de sağlandığı görülmüştür. Güvenirlikle ilgili olarak ise iç tutarlılık katsayılarının yüksek olduğu ve test tekrar test çalışmasında iki uygulama arasında yüksek düzeyde ilişki olduğu bulunmuştur. Analizler neticesinde yedi maddeden oluşan ölçeğin geçerlik ve güvenirliğinin güçlü bir şekilde sağlandığı ve maddi kaygı kavramını ele alacak çalışmalarda uygun bir şekilde kullanılabileceği tespit edilmiştir.
An adaptation and validation of disaster resilience scale based on community engagement theory
(Wiley, 2024) Gökmenoğlu, Tuba; Daşcı Sönmez, Elif
This study aimed to adapt and validate the Disaster Resilience Scale, originally developed by Becker et al. and revised by Paton et al., for assessing disaster resilience within the Turkish school community with a focus on Community Engagement Theory. This theory emphasizes the role of community involvement in disaster resilience at various levels, including the individual, community, and societal/institutional. The study was conducted in two phases. In the first phase, data from 428 teachers were analyzed to assess the validity and reliability of the scale's Turkish version and its alignment with dimensions. In the second phase, data from 1,422 teachers were used to further verify the reliability of using the Generalizability Theory test, and confirm validity through confirmatory factor analysis. The results confirmed that the Turkish version of the scale, with its 12 factors and 52 items was valid and reliable. Cronbach's Alpha coefficients for the dimensions ranged from 0.80 to 0.91, indicating high reliability. The findings highlight the practical implications of adapting the DRS for enhancing disaster resilience in school communities and underscore the importance of community engagement in disaster preparedness and education.
Evaluating crisis management performance of turkish school administrations: covid-19 pandemic
(Afyon Kocatepe Üniversitesi Eğitim Fakültesi, 2024) Yıldırım, Kamil; Yaşar, Ömer
In this study, the crisis management performance of the Turkish Education System and School Administration in the case of the Covid-19 Pandemic was evaluated by considering the importance of post-crisis evaluation and research gap. For this purpose, qualitative (N=17) and quantitative (N=444) data of the experiences and opinions of school administrators working in formal compulsory schools selected by purposeful, random and available sampling techniques from different provinces representing first-level statistical regions were evaluated. Crisis management performance evaluation criteria, which were created by a literature review, were utilized in the evaluation. Semi-structured interviews and questionnaires were used to collect data. We implemented both content analysis and descriptive statistics in line with the mixed method exploratory sequential research design. We first carried out the content analysis then, we investigated the prevalence of the matter by surveying. At the last phase of the analysis, we synthesized the qualitative and quantitative results. At the end of the study, it was observed that the crisis management practices of the Turkish Education System were not based on a long-term foresight, no preliminary preparation was made, and the problems in performing the basic functions during the crisis could not be completely resolved. For this reason, it has been concluded that the performance of the Turkish Education System and school administrations in managing the crisis is low.
Relationships between the dark triad and Schwartz's Circumplex of Values on High School Students
(Erzincan Binali Yıldırım Üniversitesi, 2024) Uçar, Mehmet Ertuğrul; Konal, Bilge
Values are abstract ideals to be achieved and serve as criteria for individual behavior, choices, and self-evaluation. Schwartz defined 10 universal values in his Theory of Values and created four value groups that group together related values. The Dark Triad consists of negative behaviors such as using others for personal gain, egocentrism, cheating, and manipulating others. The purpose of this research is to test whether Machiavellianism, psychopathy, and narcissism, which are the dimensions of the Dark Triad, predict Schwartz's value groups of conservatism, self-enhancement, openness to change, and self-transcendence through the implicit variable of the Dark Triad. A MIMIC model was developed and tested for this purpose. The MIMIC model is used to determine whether a large number of observed variables predict a latent variable and whether this latent variable causes a large number of cases. The results of the research indicated that Machiavellianism, psychopathy and narcissism predicted the values of power, success and hedonism in the self-enhancement value group through the Dark Triad implicit variable. It was also found to negatively predict the values of universality, benevolence and conformity. Notably, the Dark Triad and its dimensions do not predict conservatism and openness to change.
The role of contextual predictors and psychosocial resources in the school-to-work transition
(Wiley, 2024) Ayvaz, Ahmet; Karacan Özdemir, Nurten
Based on the Psychology of Working Theory, this study examined the influence of contextual factors and psychosocial resources on school-to-work transition. Data were collected from 781 senior university students in T & uuml;rkiye, and the relationships between economic constraints, marginalization, general self-efficacy, career adaptability, perceived future employability, and future decent work were examined. According to the results, economic constraints and marginalization negatively predicted perceived future employability and future decent work. Marginalization significantly predicted general self-efficacy and career adaptability, whereas economic constraints were not associated with two psychosocial resources. General self-efficacy significantly predicted career adaptability, while it was not related to perceived future employability and future decent work. Career adaptability significantly predicted perceived future employability but not future decent work. Lastly, perceived future employability significantly predicted future decent work. The findings revealed the significant influence of contextual factors on the school-to-work transition. Implications and suggestions for future research directions were also discussed.
The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy
(Springer Heidelberg, 2025) Orakçı, Şenol; Khalili, Tahmineh
Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.
Teaching in neoliberal times: Unraveling teacher voices at basic high schools in Türkiye
(Eğitim Programları ve Öğretim Derneği, 2024) Yıldırım Taştı, Özlem; Engin, Cennet
This paper seeks to contextualize the profound impact of neoliberal policies on the teaching profession. Employing an intrinsic case study design, our investigation delves into the intricate dynamics experienced by educators in five different Basic High Schools (BHS) located in Ankara, Türkiye. A comprehensive understanding emerges through in-depth semi-structured interviews conducted with 21 teachers and three school counselors working at BHS. The interviews were complemented with observations of various processes at the selected research sites. The study uncovers a predominant focus in these institutions, where the core of teacher responsibilities revolved around preparing students for university entrance examinations, predominantly emphasizing the cultivation of test-taking skills. Despite this primary objective, BHS teachers had to implement the national formal curricula, resulting in extended working hours and responsibility overload. Paradoxically, these educators find themselves in a predicament of being inadequately compensated and grappling with issues related to employment rights. Our analysis draws attention to the critical implications of these challenges, collectively constraining teacher autonomy and eroding their professional competence. Furthermore, these conditions divert educators from their inherent roles as critical educators. In essence, the convergence of extensive workload, insufficient remuneration, and problems regarding employee rights cause the deskilling of teachers and hinder BHS teachers’ ability to fulfill their vital roles as transformative and reflective educators.
Reflections of teachers’ self-leadership experiences on teaching leadership skills
(FacTeacherEducation, 2024) Yıldırım, Kamil; Yenipınar, Şenyurt; Dilekli, Yalçın
The study investigated the reflections of teachers’ self-leadership experiences on teaching students leadership skills in a highly centralized education system. Within leadership education, this scarcely studied phenomenon refers to a theoretical and practical problem. We carried out a mixed-method explanatory sequential research design by collecting quantitative data from 610 teachers using a multi-stage sampling method. For better understanding the phenomenon, semi-structured interviews (N=13) were conducted.. In addition, the study hypothesized a model suggesting an interaction between teachers’ self-leadership and teaching students leadership skills and then tested it. We performed content analysis, descriptive analysis, correlations, EFA, and SEM to analyse the data. We concluded that teachers’ self-leadership experiences positively impact equipping students with leadership skills, and we found out that the crucial skill within the inter-related leadership skills is undertaking responsibility. The study identified disconnection among curricula, teaching, and evaluation, lack of training involving effective teaching methods, and teachers’ unconsciousness as substantial barriers to leadership education.

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