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    Connecting Attitudes Toward Teaching and Pedagogical Formation Courses: A Study of Turkish Pre-service Teachers
    (Edith Cowan Univ, 2015) Parylo, Oksana; Süngü, Hilmi; Ilgan, Abdurrahman
    This quantitative study aimed to examine (1) the pre-service teachers' attitudes toward the teaching profession and (2) whether their attitudes are impacted by the pedagogical formation courses that are part of teacher preparation. The findings of the pre-test showed that participants had positive attitudes toward teaching as a profession. However, the examination of the difference between the pre-service teachers' attitudes towards teaching profession based on before and after taking pedagogical formation courses revealed no statistically significant differences in the participants' responses. The results of this analysis contribute to better understanding of Turkish teacher candidates' attitudes toward the teaching profession and call for further examination of this topic using a national sample to guide country-wide educational policy changes.
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    Examining teacher job satisfaction and principals' instructional supervision behaviours: A comparative study of Turkish private and public school teachers
    (University of Alberta, 2014) Süngü, Hilmi; İlğan, Abdurrahman; Parylo, Oksana; Erdem, Mustafa
    In spite of a strong body of research examining teacher job satisfaction and teachers' assessment of their principals' behaviours, most studies focus on the educational systems in the first world countries. This quantitative study focuses on a lesser-examined educational context by comparing school teachers' job satisfaction levels and principals' instructional supervision behaviours in Turkish private and public schools. The results suggest that for all examined demographical characteristics of participating teachers (e.g., gender, school level, subject matter, and years of teaching), private school teachers had higher levels of job satisfaction and assessed their principals' instructional supervision behaviours higher than did public school teachers. These findings suggest there are more favourable working conditions in Turkish private schools than in public schools and support research trends on the topic of teacher job satisfaction from other countries. © 2014 The Governors of the University of Alberta
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    Predicting teacher job satisfaction based on principals' instructional supervision behaviours: a study of Turkish teachers
    (Routledge Journals, Taylor & Francis Ltd, 2015) İlğan, Abdurrahman; Parylo, Oksana; Süngü, Hilmi
    This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and their assessment of principals' instructional supervision behaviours based on participants' school level, subject taught and years of experience. Furthermore, principals' instructional supervision behaviours were found to be a statistically significant predictor of teacher job satisfaction overall as well as of each of the job satisfaction dimensions in particular. Implications for practice and future research are offered.