Yeni Makale

Aydın, İ. N. Demirkasımoğlu, S. Alkın. (2012) Academic Ethics in Turkish Universities:
Perceptions of Academicians from Engineering, Medicine and Education Colleges 
 Eurasian Journal of Educational Research, Issue 49, Fall 2012, 41-60

Abstract

Problem Statement: Academicians such as scientists contribute to the

training, and to public service with their special knowledge and skills.

place in the development of societies and humanity.

Recently, within the scope of ethics, studies have focused on developing

professional ethical codes, which have gained increasing attention.

very fundamental role in the development of societies and humanity.

Recently, within the scope of ethics, studies have focused on developing

professional ethical codes, which have gained increasing attention. Within

this frame, the problems of this study involve the opinions of

academicians in Turkish state universities in relation to the extent that

they adopt ethical responsibilities to their profession, colleagues, students,

university and community.

Purpose of Study: The aim of this research is to determine the opinions of

academicians in Turkish state universities in relation to the extent that

they adopt ethical responsibilities to their profession, colleagues, students,

university and community, and to what extent their colleagues fulfill these

responsibilities.

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Yeni makale

Sabri Güngör ,  İnayet Aydın ,  Hasan Basri Memduhoğlu ,  Ebru Oğuz .     Respect in principal–teacher relations at primary schools in Turkey. International Journal of Qualitative Studies in Education 2012; 

Abstract

Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness.

TRT Türkiyenin Sesi Radyosu Uzun İnce Bir Yoldayız Programı  11.09.2012
Konu: DUYGUSAL EMEK
Prof.Dr.İnayet Aydın


http://www.trt.net.tr/medya4/ses/2012/09/12/55f1eb81-9f86-40e6-8129-1687b2ad8f4a.mp3

http://www.suleymanuyar.k12.tr/index.php?option=com_content&id=130

http://www.vitaminogretmen.com/videolar/video-detay/598

http://turgutozalimkb.k12.tr/news.php?readmore=93

Yeni Uluslararası Kitap Bölümü Çıktı

Advances in Educational Administration ISSN: 1479-3660 Series editor(s): Anthony H. Normore, Ph.D. Subject Area: Education Content: Series Volumes | Current Volume RSS Options: To add Favourites and Table of Contents Alerts please take a Emerald profile Document request: Chapter 12 What do we know about Assistant Principals? A Cross-National Examination of the Factors Affecting Task Performance, Discretionary Performance, and the Future Career Aspirations of Assistant Principals -------------------------------------------------------------------------------- Document Information: Title: Chapter 12 What do we know about Assistant Principals? A Cross-National Examination of the Factors Affecting Task Performance, Discretionary Performance, and the Future Career Aspirations of Assistant Principals Author(s): Ibrahim Duyar, Inayet Aydin Volume: 13 Editor(s): Ibrahim Duyar, Anthony H. Normore ISBN: 978-1-78052-642-3 Citation: Ibrahim Duyar, Inayet Aydin (2012), Chapter 12 What do we know about Assistant Principals? A Cross-National Examination of the Factors Affecting Task Performance, Discretionary Performance, and the Future Career Aspirations of Assistant Principals, in Ibrahim Duyar, Anthony H. Normore (ed.) Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management (Advances in Educational Administration, Volume 13), Emerald Group Publishing Limited, pp.299-330 DOI: 10.1108/S1479-3660(2012)0000013017 (Permanent URL) Publisher: Emerald Group Publishing Limited Article type: Chapter Item Abstract: This study focuses on assistant principals, the “forgotten future workforce” of educational leadership. We explored the current landscape of assistant principalship within the context of work performance, including both task and discretionary performance, and the future career aspirations of assistant principals from a cross-national perspective. Specifically, the study aimed to fulfill the following objectives: (a) to identify the factors affecting the task and discretionary performance of assistant principals, (b) to identify the factors affecting three future career aspirations of assistant principals, and (c) to determine whether the influences of these factors differ by national origin. Personal initiative and perceived organizational support (POS) were the independent variables. This study also examined the demographic attributes of the participants and their schools. Two randomly selected samples, which composed of 227 Turkish and 144 American assistant principals were the participants. The data-gathering instrument incorporated the revised versions of the Personal Initiative Scale (Fay & Frese, 2001), the Perceived Organizational Support Scale (Eisenberger, Huntington, Hutchison, & Sowa, 1986), and the School Organizational Citizenship Behavior Scale (DiPaola & Tschannen-Moran, 2001). The findings of the study showed that personal initiative and POS significantly predicted the task performance, discretionary performance, and certain future career aspirations of assistant principals. National origin appeared to be a significantly differentiating factor of the assistant principals' task performances, discretionary performances, and future career aspirations. We drew conclusions and provided suggestions for future research.

Makale

Hizmet içi Eğitim Verimlilik İlişkisi

http://dergiler.ankara.edu.tr/dergiler/40/503/6043.pdf