In the study, it was aimed to examine the relationship between the humorous styles of preschool teachers, psychological well-being and the  level of using happiness-increasing strategies for children. To this end, the study used a correlational survey design. The study group of the research consists of 214 preschool teachers working in early childhood education institutions in 12 regions determined in SCRU. “Personal Information Form”, “Humor Styles Scale”, “Psychological Well-Being Scale” and “Happiness Enhancing Strategies Scale Used by Preschool Teachers for Children” were used to collect data. Non-parametric tests, Mann-Whitney U (MWU), Kruskal-Wallis H (KWH) test and simple correlation analysis were used in the study. The eta square (η2) formula was used to calculate the effect sizes. The study results revealed that there was a significant diffe-rence in the participatory humor style subdimension according to teachers’ graduation status, the location of the school and how the teachers chose their profession, and a significant difference in the participant and self-defeating humor style sub-dimension accor-ding to sex. It was also determined that there was a significant difference between teachers’ psychological well-being scores according to the location of the school, and between teachers’ scores of happiness-enhancing strategies they use for children according to teachers’ graduation status. In addition, teachers’ self-enhancing and aggressive humor styles were a significant predictor of psyc-hological wellbeing, while participatory and self-enhancing hu-mor styles were a significant predictor of happiness-enhancing strategies teachers use for children.

Keywords: Pre-school education; Pre-school teacher; Humor style; Psychological well-being; Happiness.

Tarih boyunca kültürler karşılaşarak birbirini etkilemiş ve ortaya yeni ve özgün ürünler çıkmıştır. Nitekim tarihte İslam ve Hristiyan mimari kültürünün etkileriyle oluşan Endülüs eserleri ve estetik ve simetri gibi özellikler göz önünde tutularak ortaya koyulan Osmanlı mimarisi eserleri incelemeye değer nitelikte olup birçok bilimsel çalışmaya konu olmaktadır. Bu çalışmada İslam medeniyetinde iki zirveyi temsil eden Endülüs ve Osmanlı cami mimarilerinin özellikleri incelenmiş ve özellikler karşılaştırılmıştır. Endülüs camilerinde çok sütunlu ve at nalı şeklinde kemerler arasında mükemmel bir uyum olduğu, ancak bu durumun loş bir görüntüye yol açtığı gözlenmektedir. Dış görünüm açısından camilerin kuzeye baktığı ve burada yer alan bir tane kare tabanlı minarenin olduğu rapor edilmektedir. Günümüze kadar bozulmadan gelen minareler yüksek bir bina görünümüne ve üst kısımlarında gözetleme amacıyla kullanılan teraslara sahiptir. Osmanlı’da minareler hanedan mensupları tarafından yaptırılan camilerde ve selâtin camilerde birden fazla yaptırılarak, camiyle simetrik ve şehre estetik bir görünüm vermektedir. Buradan hareketle yapılan çalışmada sütun, plan, cephe düzenlemesi, ışık düzeni ve miktarı, havan figürleri, bitki ve çiçek figürleri, çini süsleme, Kûfî Yazı, tuğla kullanımı, minare sayısı, minarenin şekli, kemer, renk çeşidi ve inşa süreci bakımından camilerin mimari özellikleri karşılaştırılmış, sosyal ve kültürel etkiler ışığında söz konusu özellikler tartışılmıştır.

The future world of work demands that individuals develop career competencies for controlling and shaping their careers. Therefore, the present study aims to adapt the Career Competencies Questionnaire to Turkish. The Career Competencies Questionnaire, which had several studies to provide validity proof, has 21 items in six factors. The questionnaire formed the six career competencies to help individuals with their career management, which were reflection on motivation, reflection on qualities, networking, self-profiling, work exploration, and career control. To adapt it to Turkish, the process of translation, taking experts’ opinions, and statistical control was carried out. The study sample consisted of 333 undergraduate students from different universities. Data analysis was executed using the R programming language via RSTUDIO 1.4. The findings show that the Career Competencies Questionnaire provided some evidence of validity and reliability in the current sample. Consequently, the present study enlisted the Turkish measurement tool to examine literature and career counseling practices, especially in career centers in universities.

Keywords: Career development; Career competencies; Career skills; Scale adaptation; Career counseling.

This research was completed to determine the opinions of primary teachers about the behavior of primary school students after the pandemic. The research completed with 20 primary teachers working in schools in Bor district center of Niğde province, with the start of faceto-face education full-time at the beginning of the 2021-2022 academic year. This research is a qualitative study and a phenomenological approach pattern has been determined in it so that teachers can easily reveal their perceptions and experiences. The research study group consists of primary teachers who teach in grades 1-4. The obtained were obtained by content analysis method. The research data were collected through semi-structured interview forms by interviewing the teachers individually at the appropriate time. As a result of the findings; In this process, it has been observed that the students have moved away from the school culture and there has been an increase in their active behaviors. In addition, it has been determined that students wanted to show themselves and seek socialization.;

Keywords: Primary school; Student behavior; Pandemic; Classroom teacher; Face to face education.

The poles, which are the two extreme regions of the world, are vast majority covered with ice and are among the important areas that are expected to be affected by climate change. The melting of polar glaciers is a global problem that closely concerns not only these regions but the whole world. Creating sufficient awareness about these regions is important in taking precautions against the problems to be encountered in the future. In determining the awareness of individuals, scale development studies have an important place in determining the levels of large audiences. In this study, it is aimed to develop a measurement tool to determine the awareness levels of high school students about poles and polar studies. The sample of the study, which was designed according to the survey method, which is one of the quantitative research approaches, consists of high school students studying in one of the central districts of a province located in the northeast of Turkey in the 2021-2022 academic year. Maximum variation sampling method was used in the selection of students. We worked with a total of 607 students, 300 students for the first stage and 307 students for the second stage. In the analysis process, item analysis, exploratory factor analysis, confirmatory factor analysis were applied and then the reliability coefficients were calculated. As a result of the analysis, a total of 17 items consisting of six sub-dimensions with an acceptable fit was obtained. According to these findings, it can be stated that the Polar Awareness Scale (PAS) is a valid and reliable measurement tool that can be used to measure students’ awareness of polars.

Keywords: Polars; Student awareness; Validity; Reliability.

This research aims to determine the autonomous behaviors of education administrators in gray areas during the pandemic period. A qualitative approach and case study design were used in the research. The case analyzed in the study is a vocational and technical Anatolian high school in the province of Istanbul during the pandemic. The convenience sampling technique was used as a sampling method in the research and interviews were conducted with six school administrators in this context. By using the document review method for triangulation, 36 official letters sent to the school being examined via the File Management System (FMS) were also analyzed. Document review, participant observation technique, and semi-structured interview forms were used as data collection tools. The obtained data were analyzed by content analysis method. In the research, it was seen that the biggest difficulties experienced by education administrators during the pandemic period were uncertainty and communication problems. Additionally, it was determined that the main gray areas were internships, allowances, and online education platforms and it was found that education administrators’ refrain from criminal sanctions was an obstacle to autonomy. According to the results of the research, it is recommended to increase the authority of education administrators in their areas of responsibility and to provide education administrators with training on strategic decision-making and entrepreneurship.)

The purpose of this study is to examine the reflections of Social and Emotional Learning (SEL) Skills Program prepared with UbD (Understanding by Design) on teacher candidates. The study was carried out through case study, which is one of the qualitative research design models. The participants consist of seven undergraduate students studying at the educational sciences faculty of a foundation university in 2020-2021 academic year. The teacher candidates participated in SEL Skills Program on a voluntary basis. The program explained five essential skills which were identified by Collaborative for Academic, Social, and Emotional Learning (CASEL) founded in USA and the historical and conceptional framework of SEL on the basis of UbD instructional design model. The research data were obtained through focus group interview questions, learning diaries filled by the participants at the end of each workshop, and the field notes kept by the researcher during the workshops. The data obtained were examined via content analysis. Findings of the study indicated that the teacher candidates gained awareness about SEL skills. Furthermore, it was concluded that the studies done in the program were effective in the sense that it reached its goals. 

In this study, it was aimed to determine the relationship between the excessive communication load perceived by teachers and their professional satisfaction as a result of the increasing information during the Covid-19 process, which affected the whole world and changed our lives completely. The research was conducted with the relational screening design, which is one of the quantitative research methods. The sample of the study consists of 310 teachers from various education levels, who voluntarily participated in the study, determined by the appropriate sampling technique. Data were collected with scales. Frequency, percentage, mean, pearson correlation, two-way anova and regression analysis were used in the analysis of the data. According to the results of the analysis, both the perceived communication load of the teachers and the level of their professional satisfaction are often at the level. There is a positive, low-level relationship between them. Communication burden of teachers predicts their professional satisfaction by 1.9%. In addition, there was no significant difference in the professional satisfaction of teachers due to the joint effect of communication load levels and demographic variables.  

The purpose of this study is to examine the attitudes of secondary school students towards students with special needs in inclusive settings. In this study, a qualitative research method was used. Semi-structured interviews were conducted with 45 typically developing students studying in inclusive classrooms in a private school. The data obtained were analyzed with the inductive data analysis technique. As a result of the analysis, six themes were determined. In line with these themes, the findings of the study were reached. Based on the findings of the study, it can be said that students have positive attitudes towards students with special needs, but they need more information and inclusive activities on this subject. Secondary school students stated that they should be provided with more information about inclusive education, and they should be guided and supported to include their friends with special needs in the classroom and throughout the school. Children who stated that inclusive practice has many benefits for students with special needs emphasized that inclusion is beneficial for their peers with special needs, especially in terms of social skill acquisition, the process of adapting to the classroom and activities, and coping with problem behaviors. 

In this study, it was aimed to determine the perceptions of teacher candidates studying in different departments towards mainstreaming practices. For this purpose, the data of the research, which was designed using the scanning method, were collected by the Word Association Test (WAT). The frequencies of the answer words were determined by combining the collected data, and the breakpoint technique was used to draw the concept networks. According to the results of the research, the most different answer words were produced by the primary school teacher candidates, and the least different answer words were produced by the candidates studying in various branches who will serve in the second level of primary education. In this context, it can be said that the perceptions towards the concept of inclusion are higher in primary school teacher candidates than in other departments. When the answer words of the pre-service teachers are analyzed according to the departments they are studying, it is seen that the pre-school teacher candidates and the pre-service primary school teachers are mostly associated with the concepts of “disability groups” and “sociability”; It is seen that preservice teachers studying in various branches to serve in the second level of primary education mostly associate the concept of inclusion with “disability groups”. Participants studying in the guidance and psychological counseling department mostly associated the concept of inclusion with the concept of “adaptation”. Considering the common answer words of the teacher candidates who have taken special education lessons, it can be said that they include the legal basis of the concept of inclusion and the personality traits expected in teachers. When the common answer words of teacher candidates who have not taken special education lessons are examined, it is possible to say that they express the situations that students with special needs are exposed to, together with the personality traits expected from teachers. 

The aim of this study is to compare the reading and writing teaching in the Turkish Curriculum and the Korean Language Curriculum based on the learning areas, acquisitions, learning-teaching processes, and evaluation methods at the first-grade level. The general aims, skills, acquisitions, learning and teaching processes, and evaluation methods in the programs were determined. The data source of the research is the 2019 Turkish Curriculum and the 2007 Korean Language Curriculum. In the research, the document analysis method with a qualitative research approach was used. The descriptive analysis method was used to analyze the data obtained from the documents. By comparing the curricula, the similarities and differences between them were determined. As a result of the study, it was concluded that the Turkish Lesson Curriculum was more detailed in many aspects, the number of acquisitions for learning areas was not evenly distributed, and the acquisition for reading learning area was mostly included; on the other hand, it has been determined that the Korean Curriculum adopts a simpler style, supports the reality element and real-life applications, and the number of acquisitions for learning areas is equally distributed. In KLC, increasing critical and creative skills and expressing children’s feelings and thoughts clearly were emphasized more than in TCC. In KLC, daily life experience, increasing creative skills, and expressing children’s feelings and thoughts clearly were emphasized more than in TCC. In Turkish, 43% of the acquisitions at the first-grade level belong to reading, 30% to writing, 18% to listening, and 9% to speaking. In Korean, these rates are 18% reading, 18% writing, 18% listening, 18% speaking, 14% grammar, and 14% literature. When looking at the general distribution of the acquisitions, Turkish has 67% of the gains, while the Korean language has 37%. It is believed that seeing different practices in the world will offer educators a different perspective. 

Various arrangements and updates are made in the Social Studies Course Curriculum (SSCC) at certain times according to the conditions of the age. This research reveals the comparative analysis of the citizenship issues in the SSCC implemented/ being implemented in Turkey in terms of general purpose, attainment, content and learning-teaching process. Document analysis, one of the qualitative research methods, was used in accordance with the purpose of the study. The data source of the research consists of 1968, 1998, 2005 and 2018 SSCC prepared by the Ministry of National Education. The data obtained in the research were analyzed by descriptive analysis. As a result of the evaluation, it has been determined that the programs have moved from the understanding of national citizenship to the understanding of global citizen, and have an approach to raising active citizens who respect individual rights and freedoms and internalize universal values. It can be suggested that different curricula can be examined in the context of citizenship education.

The aim of this study is to translate the Hope Scale, which was developed by Dr. Abler et al., into Turkish. For this purpose, the Turkish adaptation of the Hope Scale was made and the validity and reliability analyzes of the scale were made. 388 (213 female 175 male) students studying at various faculties of a foundation university in Istanbul participated in the research. The age range of the participants is 18-37. The psychometric properties of the scale were examined using internal consistency, item analysis, exploratory factor analysis, confirmatory factor analysis and criterion-related validity methods. As a result of the factor analysis, it was concluded that the scale preserved its single factor structure in the Turkish sample as well. The internal consistency coefficient was found to be .89 for the whole scale. In criterion-related validity, the relationship of the scale with the Continuous Hope Scale, the Brief Resilience Scale and Beck Hopelessness Scale was examined and it was determined that there was a correlation of .42, .43 and .-52 between them, respectively. The findings showed that the Hope Scale is a valid and reliable measurement tool.

Bu çalışmada ortaokul öğrencilerinin okul başarılarını ile akademik özyeterlikleri arasındaki ilişkide, öğrencilerin okumaya yönelik tutumlarının ve velilerin okula katılımlarının yordama gücü ve aracılık rolünün belirlenmesi hedeflenmiştir. Araştırmanın örneklemini, 5, 6, 7 ve 8. sınıfa devam eden 321 öğrenci (187 kız, 134 erkek) ile bu öğrencilerin velileri (193 anne, 115 baba ve 13 diğer) oluşturmaktadır. Araştırmada, öğrencilere Okuma Tutumu Ölçeği ve Akademik Öz-Yeterlik Ölçeği uygulanırken, velilere de Veli Katılımı Ölçeği uygulanmıştır. Öğrenci başarısı ise öğrencilerin yılsonu genel not ortalamaları ile tespit edilmiştir. Araştırma değişkenler arasındaki ilişkileri tespit etmek amacıyla yapısal eşitlik modellerinden yol analizi modeli kullanılmıştır. Yapılan analizler sonucunda öğrencilerin akademik okumaya yönelik tutumu (β=-.14; p<.01), akademik yetenekleri (β=-.49; p<.01), okul ortamları (β=.21; p<.01), ebeveynlerin çocuklarının sosyokültürel gelişimlerini desteklemeleri (β=.16; p<.01) ve çocuklarının okul yaşamına gönüllü aktif katılımları (β=-.10; p<.05) öğrencilerin akademik başarılarını anlamlı olarak yordayan değişkenler olarak elde edilmiştir. Ayrıca öğrencilerin okul ortamı ile akademik başarıları arasında, akademik okumaya yönelik tutumları aracılık rolü oynamaktadır. Öğrencilerin akademik başarılarını artırmak ve gerçekçi bir akademik öz-yeterlik algısına sahip olmaları açısından okul aile iş birliği sağlanmalı ve öğrencilerin farklı kaynakları okumaları yönünde alışkanlık kazanmaları için etkinlikler düzenlenmelidir. 

his study aimed to develop a scale to determine the basic psychological needs of married people based on W. Glasser’s Choice Theory. The sample comprised 269 married individuals. Confirmatory Factor Analysis (CFA) was used to examine the construct validity of the scale. The positive affect sub-dimension of the Positive and Negative Affect Scale was used to examine the criterion-related validity. For the reliability analysis of the scale, test-retest reliability was calculated on 49 individuals with an interval of two weeks. As a result of the construct validity analysis of the scale, a four-factor structure, namely love and belonging, power, freedom and fun, consisting of 16 items in total (four items each), was obtained as explained in Glasser’s Choice Theory. It was observed that the scale had significant relations with the positive affect subscale. Test-retest reliability results were found to be .93 for the love and belonging subscale, .94 for the power subscale, .91 for the freedom subscale, and .90 for the fun subscale. The findings of this study show that the Relational Basic Psychological Needs Scale is a valid and reliable measurement tool that can evaluate the basic psychological needs of married individuals.