The objective of the study was to find out the effect of EI and gender on job satisfaction of primary school teachers. A total of 300 (150 male and 150 female) primary school teachers were selected randomly for the study. Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale (TJSS) were used to collect the data. The study found a significant positive relationship between emotional intelligence and job satisfaction. Regression analysis showed that emotional management and emotional maturity significantly predicted the job satisfaction. The results of the two-way ANOVA showed that the interaction effect of gender and EI was not significant. Results also showed that level of EI significantly affected the job satisfaction of primary school teachers. However, there is no significant difference between male and female teachers regarding the level of job satisfaction. There are other factors which affect job satisfaction but the role of EI cannot be neglected. So the level of EI must be taken into consideration in order to select the best teachers.

Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature over the past two decades, this is not the case among African policy-makers and political leaders. Drawing mainly from our professional experiences as mathematics educators and from the international research literature, our primary intent in this paper is to answer this question: How does the learning of mathematics in English at the basic school level help or hinder students’ mathematical proficiency? To answer this question, the paper is organized as follows. The first part, the introduction, gives a brief overview of the language of learning and teaching in Africa. The second part describes the method and conceptual framework undergirding the research. In the third section, we have analyzed the effects of mathematics learning and teaching through English for basic students whose mother tongue is a Ghanaian language. The conclusion offers four recommendations for developing and improving the mathematics proficiency of students in basic schools.

Motivation is an inner force that activates and provides direction to our thought, feelings and actions. Two main characteristics of motivation are goal directed behavior and persistence. Motivated people persistently work for the goal until it is achieved. This paper explores the nature of motivation in the context of learning and seeks to relate it to self-efficacy, self- concept, confidence and self-esteem. Motivation is presented as a ‘second order’ variable be- ing very much dependent on attitudes as well as perceived goals, needs and value. Ways of assessing motivation are considered and the typical use of questionnaire approaches is criticized heavily. These can measure what a person perceives but the perceptions may or may not correspond to reality. Indeed, the entire mathematical basis of data handling with questionnaires is questioned. A typical questionnaire is then used with a large sample of 600 1st and 2nd year science intermediate students, drawn from the province of the Punjab in Pakistan and the data obtained examined statistically. Correlations between the responses patterns in all 30 Likert-type questions were examined using Kendall’s tau-b while Principal Components Analysis, using varimax rotation, looked at the questionnaire overall as well as sub-groups of questions. Correlation values were found to be very low, suggesting no factor structure and, indeed, the factor analysis showed that there is no factor structure with the questionnaire used with this large population. Chi-Square, as a ‘contingency test’, was applied to compare the distributions of responses, gender separated. Gender differences were found only in a minority of questions. It is argued that motivation is highly multi-variate and that no simple factor structure is to be expected. It is also argued that, with ordinal data, following no prescribed pattern of distribution, only non-parametric statistics are appropriate. The traditional approaches are statistically incorrect and, as a result, will often miss key insights.

Motivation to learn foreign languages is a significant determinant of successful language acquisition. The subject has been widely researched in the past, and since the early 1990s a great deal of empirical research related to the classroom environment has been proposed to expand theory into everyday classroom practice. I present an empirical, longitudinal (3-year) study to explore the relationship between and changes in foreign language learning motivation, learning motivation and self-concept in the 5th, 6th and 8th forms of elementary school. The same tests (Kozéki-Entwistle’s Learning Motivation Questionnaire, the Tenessee SelfConcept Scale, and Clément, Dörnyei and Noels’ Foreign Language Learning Motivation questionnaire) were administered three times, so I was able to compare the results and draw conclusions about developmental tendencies. A strong correlation was found between motivational and self-esteem scores, and between learning and foreign language learning motivation subscales. It is necessary to highlight the importance of the Moral, Family and Social Self, which draws our attention to the family values and beliefs students are equipped with, when they enter the school. The significant decrease in motivation and self-esteem in the period under investigation focuses our attention on problems of adolescence, and challanges language teachers to establish a highly motivating classroom practice.

Creativity is regarded as one of the cornerstones for economic and social progress in every society. There are two possible ways to get creative people to work for an enterprise or community. The first is by attracting creative employees by good working conditions – a solution for those who can afford such an approach. For communities that are not so rich, the only solution is to foster creativity by education and by helping small and medium enterprises to create products based on creative ideas and innovations. In Slovenia, proposals for nourishing creativity and innovations emerge from the government thus forgetting that creativity does not start at University or on the first day of employment. To increase creativity, immediate action should be taken throughout the educational system, recognizing that society needs not only creative artists but scientists, economists and engineers as well. Through the analysis of the legislation, syllabi and textbooks, it can be recognized that they do not promote or even allow creativity in science education; even more, they can be regarded as creativity killers. In such a way key documents and teaching resources are placing creative science teachers in the position of guerrillas in a battle against prevailing teaching methods influenced by highstakes external exams or measurable outcomes. To improve science creativity, the legislation should be changed to give creativity appropriate value, and teachers must be educated to use methods that increase creativity in students, with the aim of producing open minds that will be able to work in a creative way.

Entrepreneurship has been an intriguing issue as an indicator of economic development and social welfare particularly being focused on last decades. Furthermore, the issue of immigration has attracted considerable attention in recent years. Nowadays, the quality of the workforce and it's training processes are not getting only progressively important but as well the participation of migrants in the labor market will be a great problem in the future. Migrant’s entrepreneurial tendencies and career expectations designation are the main objectives of this research. This research was designed as a comparative qualitative model, and the structured written interview technique was used in order to collect the data. Randomly sampling study groups were formed according to methods of maximum diversity. The sampling group was formed by the participation of 12 Syrian migrant high school students who live and get trained in Altindag, a district of Ankara, Turkey and 13 Syrian migrant high school students who live and get trained in Kreuzberg, a district of Berlin, Germany. The collected data were analyzed by content analysis technique. The results of the research reveal that immigrant students have a high level of entrepreneurship in Germany, the nonetheless low level of the expectations of future career prospects in Turkey. Thus, the absences of sociocultural and economic areas where they will use entrepreneurial tendencies are a serious obstacle to them. Moreover, participants argue that they do not want to stay in Turkey anymore, and most of them intend to emigrate to Europe or another country if they can do so. Unlike Germany, many of the participants in Turkey neither know what they want to be nor how they want to live in the future and nor have they made any career planning.

Effective school administrators and teachers are those who provide the least restrictive learning environments for all students. The main goal of this study was to analyze the effects of inclusive science education on the general education population of middle school students’ scientific conceptual understandings. The study was designed as a quasi-experimental model and conducted in a middle school in a large urban school district in Midwestern US. Approximately 4% of students in the school were receiving special education services. The participants in the study were selected through non-random selection. The participants of this study included 20 students without disabilities in each classroom with a total number of 120 students from a total of six different middle school classrooms. The study included two classrooms (one inclusive and one non-inclusive) for each grade level (6, 7, and 8). The conceptual change of students without disabilities was measured using the Density Assessment, which included 20 multiple choice questions. SPSS program was used for data analyses. Paired samples t-test and a multivariate group analysis test were conducted to investigate significant differences on students’ conceptual understandings. The findings showed that the effect of inclusive education was significant and positive on the conceptual understanding of students without disabilities in inclusive science classrooms.

The purpose of the present study is to investigate pre-service history teachers’ perceived self-efficacy and the effect of pedagogical formation training on this perception. The study is based on a one-group pretest-posttest research design, which is a type of pre-experimental design. For the purpose of the study, in the first week of the formation training, the “Teachers’ Sense of Efficacy Scale” developed by Tschannen-Moran and Hoy and adapted to Turkish by Capa, Cakiroglu and Sarikaya was administered as a pre-test to a group of 178 pre-service history teachers who underwent pedagogical formation training in 2016-2017 academic year in two different universities in Turkey. The same scale was administered again as a post-test at the end of the 28-week training. The study has found out that the pedagogical formation training did not make a significant difference in pre-service history teachers’ perceived self-efficacy except for the classroom management subscale, in which the self-efficacy scores of pre-service history teachers decreased after the pedagogical formation training.

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in advance, tested on a small scale and finally administered in a pre-post (quasi)experimental-control group research study, in order to investigate the effect of an intervention reading program to 6 graders. The measurement tools have good validity and reliability evidence, but further construct validity analysis should be done.

The main purpose of this paper is to examine the effect of ethical leadership on teachers’ job satisfaction, and affective commitment in an education sector. This study proposes that ethical leadership has a significant and positive effect on overall job satisfaction and affective commitment. Moreover, it suggests that ethical leadership has an influence on overall job satisfaction and affective commitment. In this study, the relationships among the variables were evaluated using correlation, and regression analysis. The results which is based on a sample of 150 teachers from four private schools in Pakistan demonstrate that overall job satisfaction has a significant and positive influence on affective commitment, whereas, marriage as a demographic variable has a positive effect on overall job satisfaction and affective commitment.

Mathematics educators have reported on many issues regarding students’ mathematical education, particularly students who received mathematics education at different departments such as engineering, science or primary school, including their difficulties with mathematical concepts, their understanding of and preferences for mathematical concepts. This study aimed to investigate the opinions of primary-school teacher education students in terms of their perceptions of difficulty level of the mathematics courses, change in their achievement, if there is any, and interest in mathematics after completing these courses, and factors affecting their achievement and interest level in these courses. Being qualitative in nature, this study was a case study. The data were analyzed using the content analysis and descriptive methods. According to the results, most students stated that they faced mathematics course content with unexpected level of difficulty. After taking basic mathematics courses, the percentage of students with decreased level of interest and achievement in mathematics was found higher than the students who experienced an increase in their interest and achievement. Students underlined such significant factors for the change of their interest and achievement in mathematics as prior knowledge, lecturer(s), and content coverage. Finally, most of the students viewed mathematics courses as a beneficiary tool for their professional development.

This research aimed to investigate relationships between quality of work life, burnout, school alienation, affective commitment and organizational citizenship behaviors. In this context, a model was proposed based on the literature review and the model was tested through structural equation model. The study group of the research consists of 314 volunteer teachers working in the state schools in Kilis in 2016-2017 academic years. The data was collected through work-related quality of life scale, burnout scale, school alienation scale, affective commitment scale and organizational citizenship behaviors scale. The analysis with descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the analysis, it was found that teachers' perceptions for quality of work life have a negative effect on burnout and school alienation, whereas they have a positive effect on affective commitment. Besides, their perceptions for affective commitment have a positive impact on organizational citizenship behaviors. Another important result derived from the research is that teachers' perceptions for burnout and school alienation play partial mediation roles in the effect of their perceptions for quality of work life on affective commitment. Based on these results, it can be suggested that teachers' working conditions should be constantly improved.

Kutadgu Bilig is one of the literal works that shed light on Turk-Islam history and culture. In this study, it is aimed to examine Kutagu Bilig in terms of values that are involved in social studies teaching program.  In research, Kutadgu Bilig work that is written by Yusuf Has Hacip and is adopted to Turkish in today by Silahdaroglu is benefitted as a collect data tool. In data collect period, document analyze technique that is one of the qualitative research methods is used and data is evaluated by descriptive analyze. In result of study, it is reached that justice, giving importance to family unit, responsibility, scientificness and honesty values take place mostly and peace value exists least.

According to Bronfenbrenner’s socio-ecological model, school is an essential microsystem of the developing child. Schools provide important developmental contexts for children and adolescents, as they constitute environments that might either foster or evoke students’ emotional instability. In particular, less is known about the precise and dynamic interplay of students’ socio-environmental aspects in school (i.e., sense of school belonging, social relationships with teachers and peers) and emotional instability (i.e., depressive symptoms, perceived stress, feelings of loneliness) during adolescence. To close this gap, this study examined within- and over-time cross-lagged associations based on data from a quantitative questionnaire-based survey of adolescent students (T1: N= 1088; Mage = 13.70, SD = 0.53) from 23 secondary schools in Brandenburg, Germany. Results of latent cross-lagged panel design supports the mutual relations for within-time associations, which is in line with Bronfenbrenner’s model. However, only the over-time association between school belonging and teacher-student relationship was found to be reciprocal.

The aim of the present study was to elucidate Mexicans teachers’ attitudes toward school inclusion and disability.  To achieve this goal, 119 regular education and 88 special education teachers answered The Opinions Relative to Integration of Students with Disabilities scale.  Subsequent analyses revealed that attitudes to both groups were similar in terms of direction but dissimilar in magnitude factor. In addition, while the attitude structure in both samples involved three factors, these were unique to each group: Regular education teachers (Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom, Teaching Ability/Education System, Performance inside the Inclusive Classroom/Education System) and the special education teachers group (Perceived Benefits inside the Inclusive Classroom/Education System, Teaching Ability/Performance inside the Inclusive Classroom, Perceived Benefits and Negative Effects inside the Inclusive Classroom/Performance inside the Inclusive Classroom). Theoretical and applied implications of these findings are discussed in this paper.

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.

The inorganic chemistry is one of the essential courses in the education of pre-service chemistry teachers. This study investigates the differences between the adopted learning approaches and achievements of Turkish pre-service chemistry teachers' who received the inorganic chemistry course from the same lecturer. The purposes of this study are to explore the relationship between the inorganic chemistry achievements and the adopted learning approaches of pre-service chemistry teachers and to examine the effect of their learning approaches on their inorganic chemistry achievements. This study was conducted with 127 pre-service chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey. “The Study Process Questionnaire” and “The Inorganic Chemistry Achievement Exams” were used as the data collection tools. The descriptive statistics and chi-square test were used for the data analysis. The results of the study displayed that (1) there is a significant relationship between the pre-service chemistry teachers’ inorganic chemistry achievement and their learning approach; (2) their learning approach has 34 % effect on their inorganic chemistry achievements according to Somers'd value.

Firstly, the researcher provides an insightful introduction into the phenomenon focused on to explicate the learners’ views about the role of school counselors in line with career selection. To attain the study objectives, the researcher used a multi-unit case study to investigate the perceptions among high-school students about school counselors’ roles and career selection. The investigator used open-ended questionnaires to harness information and then utilized the qualitative descriptive approach to analyze the data. Analysis of the information collected via open-ended questionnaires was done through thematic analysis, which was a subset of the broader qualitative descriptive technique. The findings denoted that high-school learners have varied perceptions with regards to the roles of school counselors and career selection.

Human Resource Management (HRM) includes recruitment, training, development, motivation and evaluation of the staff who will achieve the goals of the organization and perform the necessary activities to be successful. The success of the organization depends on the effective use and management of human resources. Considering that The Ministry of Turkish National Education has the most crowded personnel and the potential of leading the future human resources, the HRM strategies of this organization becomes significant.  In this study, it is aimed to investigate to the human resources management practices of the Ministry of Turkish National Education from the perspectives of teachers who are also the human resources of the system.  In this research, holistic-multiple case study design was employed and the open-ended interview form which includes nine questions considering the functions of the HRM was utilized as the data collection tool. Research results showed that teachers know the duties and responsibilities which are declared in their job definition but they do not consider some of the significant professional efficiencies such as planning, assessment and evaluation. Moreover, the ministry does not make long-term plans in order to determine the required human resources, and also the functionality and subjectivity of the system is under discussion in terms of selection and appointment. What's more, the desired aims cannot be reached in terms of professional development. Teachers have the anxiety of performance evaluation based on accountability, and they emphasize fair and subjectivity in terms of payment, rewarding and discipline.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.