International Journal of Psychology and Educational Studies

Early Teacher Identity and Personality: Exploring the Links Through a Mixed Method Approach

İhsan Ünaldı, Serdar Tekin, Ercan Kaçmaz — Tue, 26 Dec 2023 00:00:00 +0300

This study investigated the relationship between self-perceived personality and self-perceived teacher identity (TI). With a mixed-method approach, we collected both quantitative (N=214) and qualitative data (N=30) to examine the relationship between TI and personality traits. Quantitative data were collected using the Big Five Personality Traits and TI scales. Qualitative data were collected through focus group interviews. To analyze the quantitative data, means were compared, and correlations were calculated. Qualitative data were analyzed through an inductive content analysis in which patterns and themes were identified. The results indicate that pre-service language teachers are aware of the dynamic feature of personality in general terms; however, they are not aware of TI as a concept and its attributes. A significant relationship between self-perceived TI and self-perceived personality traits is among the results of the current study. The agreeableness and openness to new experiences personality traits are highly correlated with the TI scores.

Investigation of the Relationship Between Childhood Trauma Experiences and Future Expectations of Adolescents

Hale Savcı, Arzu Gülbahce — Tue, 26 Dec 2023 00:00:00 +0300

The present study aimed to investigate the relationship between childhood traumas experienced by adolescents and their future expectations. The sample comprised 408 high school students, with 212 girls and 196 boys. The researchers employed the Childhood Trauma Questionnaire Short Form (CTQ-SF) to assess participants' childhood trauma, the Future Expectations Scale for Adolescents (FESA) to measure their future expectations, and a researcher-developed Personal Information Form to collect demographic data. The study findings revealed a significant negative correlation between adolescents' childhood trauma experiences and their future expectations. Regression results show that physical neglect and emotional abuse account for 18% of the variance in future expectations. Considering the results, recommendations were made to researchers and practitioners.

Perceptions of Psychological Counselors on Working with Clients From Different Cultures

Mehmet Buğra Akalın, Zehni Koç — Tue, 30 Jan 2024 00:00:00 +0300

The main purpose of this study is to examine the perceptions of psychological counselors on working with clients from different cultures. Accordingly, the extent of the knowledge of psychological counselors on multicultural counseling approach and their perceptions of this approach, the theoretical competencies thereof, and cultural differences were examined in line with the main purpose of the study. The study was conducted using the basic qualitative design. The study group consists of 17 psychological counselors (eleven females and six males) who were continuing their post-graduate education at Gazi University Institute of Educational Sciences in the Spring Semester of the 2020-2021 Academic Year. Data were collected online with semi-structured interviews. The results revealed that a significant portion of the participants did not consider themselves theoretically competent in the multicultural counseling approach. It was further concluded that the majority of the participants had positive perceptions of cultural differences. On the other hand, the holistic evaluation of the answers indicated that the extent of knowledge and awareness of the significant portion of the participants on cultural differences are rather poor and insufficient. It is recommended to implement psychoeducational programs and training on the subject, to give compulsory courses on multicultural counseling approach in Guidance and Psychological Counseling undergraduate programs, and to direct students to exchange programs to experience cultural differences.

Is There a Relationship Between School Principals' Learning Agility and Decision-Making Styles? The Effect of Gender as a Moderating Factor

Şebnem Yazıcı — Tue, 30 Jan 2024 00:00:00 +0300

Leaders with ever-evolving learning agility demonstrate high performance by making quick and better decisions in the face of uncertain situations. This study aimed to determine the relationship between school principals' learning agility and decision-making styles and the moderating role of gender in this relationship. The research is carried out according to the relational survey model. SPSS Process Macro software was used to examine the regulatory role. The study group for the research consists of 383 school principals and vice principals working in Istanbul. According to the findings, the highest correlation was found between learning agility and rational decision-making style. Again, the results of the research concluded that learning agility has a positive effect with an intuitive, dependent decision-making style and a negative effect with an avoidant decision-making style. In addition, the moderating role of gender was determined between learning agility and avoidant decision-making style.

Unethical Behaviors of School Principals According to Teachers' Views: Causes and Recommendations for Prevention

Yaser Arslan, Soner Polat, Meriç Gürler, İbrahim Bulut — Tue, 30 Jan 2024 00:00:00 +0300

This study aims to reveal school principals’ unethical behaviours based on teachers’ perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.Click or tap here to enter text.

Development, Validity and Reliability Study of the Play Preferences Scale (PPS) for Children Receiving Preschool Education

Songül Özgenel, İsa Kaya — Tue, 30 Jan 2024 00:00:00 +0300

The aim of the study is to develop a Likert-type scale to determine the play preferences of children attending pre-school education. The research was designed and carried out according to the survey research model. Data collected from 3 different study groups were used in the scale development process. The study groups consist of parents of children attending pre-school education in Istanbul Province in the 2022-2023 academic year. The 33-item and 8-dimensional structure obtained after EFA was also confirmed with CFA. Dimensions were determined as solitary play, parallel play, together play, collaborative play, building-building play, dramatic play, games with rules and digital play. It is seen that the reliability coefficients of the scale after EFA and CFA vary between 0.757 and 0.900. In order to distinguish between the lower and upper groups and to make comparisons between the groups, an independent group t test was performed, and it was revealed that there was a difference between the 27% lower and 27% upper groups (p <.05). It was determined that the test-retest values of the game type preferences scale were significant. According to these values, it was determined that the scale gave consistent results. When all studies were evaluated, it was concluded that the play preferences scale is a measurement tool that can validly and reliably measure the play preferences of children receiving preschool education.

The Effect of Family Education Program on Paternity Role and Children's Play Skills

Osman Şalcı, Şehnaz Ceylan — Tue, 30 Jan 2024 00:00:00 +0300

The objective of the study was to evaluate the effects of fathers' participation in the Father Support Education Programme on their perception of their role as fathers and the development of play skills in their children. The study sample comprised 40 fathers whose children, aged 5 and 6, were enrolled in independent pre-schools located in the city centre of Bartın. The experimental design of pre-test and post-test control group was adopted to facilitate the study. All technical terms were defined when first used. The study comprised 20 fathers, who were divided into control and study groups. Fathers in the study group received the Father Support Education Program over a period of 10 weeks, while no education program was provided to the control group. Information was collected using the "Personal Information Form," "Father Role Perception Scale (FRPS)," and "Game Skills Assessment Scale (PSAS)." The research's quantitative data was analysed using the SPSS (Statistical Package for Social Sciences) programme for Windows 22.0. To compare continuous data between two independent groups, the t-test was employed. The analysis established that following the educational programme, fathers in the study group exhibited a significant difference between their pre-test and post-test mean scores for their roles in their children's play skills. It was found that the Father Support Education Programme had a positive impact on fathers' roles and the development of children's play skills.

Determination of Elementary Teachers’ Opinions on Child Abuse and Neglect Training Programs Developed According to the Quantum Learning Model

Dilşat Peker Ünal, Aygül Nalbant — Tue, 30 Jan 2024 00:00:00 +0300

This study was conducted to determine the opinions of elementary teachers about the child abuse and neglect education program developed according to the quantum learning model. This study was carried out with the participation of 20 elementary teachers working in the Yozgat province of Turkey. Quantitative and qualitative research methods were used together. Within the scope of the quantitative research, the “In-Service Training Programs Evaluation Scale” developed by Tekin and Yaman in 2008 was used. This scale had two factors and 28 items. The Cronbach’s alpha coefficient of the scale in the original study was 0.95. Within the scope of the qualitative research, open-ended structured questions were asked to determine the opinions of elementary teachers on child abuse and neglect and the quantum learning model. Descriptive statistics and descriptive analysis were used in the analysis of the data. As a result of the analysis, it was determined that the opinions of teachers on the in-service training program were positive; they considered the quantum learning model as a physics-related model that developed the student in all aspects; they did not plan to implement the quantum learning model in the classroom; and they found it positive that the quantum learning model and child abuse and neglect were handled together. Teachers also reported that parents should participate in the training program on child abuse and neglect. The teachers acquired the learning outcome “Knows that he/she should call the Alo 183 social support line in case of child abuse and neglect” at the end of the training program. As a result of the study, recommendations were made regarding the nature of the courses to be organized for teachers, the arrangements that can be made in schools for the implementation of the quantum learning model, and the need to organize educational programs for parents.

The Effect of Musical Play on the Social Skill Development of Primary School Students

Sabahat Burak, Ayşenur Baş — Tue, 30 Jan 2024 00:00:00 +0300

The purpose of this study is to determine the effect of musical play on the social skill development of third-grade students and to investigate the opinions of classroom teachers on the effect of musical play on the social skill development of their students. The study sample consists of 60 students: 30 in the experimental group, and 30 in the control group. Musical play activities were applied in the experimental group for 10 weeks. At the end of the research, interviews were conducted with both the experimental and control group classroom teachers. The results demonstrate a significant difference, in of the experimental group, between the posttest total scores, adjusted according to the students' social skills scale pretest total score averages. According to the answers to interview questions from the classroom teachers, musical play is beneficial for the development of social skills.

Development, Validity, and Reliability of the Sharenting Scale (SS)

Mustafa Maruf Cansızlar, Ekrem Sedat Şahin — Tue, 30 Jan 2024 00:00:00 +0300

The objective of this research is to construct a scale for assessing the extent of parents' 'sharenting' behavior and to assess its psychometric characteristics. The development of the Sharenting Scale commenced with a comprehensive review of relevant literature. Subsequently, a preliminary version of the scale was administered to 300 parents who utilize social media platforms. Exploratory Factor Analysis was conducted on the collected data, revealing a two-factor structure comprising nine items. The analysis indicated that the two-factor structure accounted for 66.51% of the total variance. Confirmatory Factor Analysis was conducted using data collected from 191 parents who completed the aforementioned scale. The goodness-of-fit indices indicated satisfactory fit values: χ2/df= 2.06, RMSEA= .075, CFI= .96, IFI= .96, TLI= .95, GFI= .94, NFI= .93. The convergent validity of the scale was assessed through the calculation of Average Variance Extracted and Composite Reliability values. Furthermore, the internal consistency reliability of the Sharenting Scale was evaluated using Cronbach's Alpha coefficient, yielding a value of .82. Additionally, the stability of the scale was examined via a test-retest method, resulting in a correlation coefficient of .83. Based on these findings, it can be concluded that the Sharenting Scale demonstrates both validity and reliability as a measurement tool for assessing parents' 'sharenting' behavior.