Volume 2 Issue 1-2 (2013)
1

Rethinking Decentralization in Education in terms of Administrative Problems

pp. 7-18  |  Published Online: November 2013  |  DOI: 10.12973/edupij.2013.212.1

Vasiliki Papadopoulou, Ramazan Yirci

Abstract

The general purpose of this study is to thoroughly examine decentralization in education according to the literature and previous research, and to discuss the applicability of educational decentralization practices in Turkey. The literature was reviewed for the study and findings reported. It has been observed that decentralization in education practices were realized in many countries after the 1980’s. It is obvious that the educational system in Turkey has difficulty in meeting the needs, and encounters many problems due to its present centralist state. Educational decentralization can provide effective solutions for stakeholder engagement, educational financing and for problems in decision making and operation within the education system. However, the present state of local governments, the legal framework, geographical, cultural and social features indicate that Turkey’s conditions are not ready for decentralization in education. A decentralization model realized in the long run according to Turkey’s conditions, and as a result of a social consensus, can help resolve the problems of the Turkish education system.

Keywords: decentralization, educational management, administrative problems, Turkish educational system

2

Relationship Between School Administrators’ Anxiety Levels for Authority Use and Burnout Levels

pp. 19-35  |  Published Online: November 2013  |  DOI: 10.12973/edupij.2013.212.2

Tugba Hosgorur, Seda Apikoglu

Abstract

This study aims to determine the relationship between school administrators’ anxiety levels on authority use, and their burnout levels. Designed using the correlational survey model, participants of this study are 273 primary, middle and secondary school administrators in the province of Mugla, in Turkey. Data was collected using Scale on School Administrators’ Anxiety on Authority Use, and the Burnout Scale. Data was analysed using descriptive statistics, t-test, ANOVA, Kruskal Wallis H test, and multiple regression analysis. The findings indicate that school administrators’ anxiety level for authority use at medium for personnel affairs dimension, and at low for educational affairs, disciplinary and order, and management dimensions. School administrators’ anxiety level for authority use significantly differs as of seniority. Findings related to burnout indicate that school administrators experience emotional exhaustion at a low level and depersonalisation at a very low level, yet they experience a higher level of burnout in terms of personal accomplishment. Results point to significant relationships between burnout level of school administrators and their seniority and area of expertise. The results also point out that administrative affairs dimension of anxiety for authority use is an important predictor of their burnout at depersonalisation dimension, while the personnel affairs dimension of their burnout at personal accomplishment dimension. Dimensions of the anxiety for authority use, as a whole, explain 5.7% of emotional exhaustion level, 5.2% of depersonalisation level, and 4.3% of personal accomplishment level of school administrators.

Keywords: authority, anxiety for authority use, burnout, school administrators

3

Keep Calm and Say Sorry!: The use of Apologies by EFL Teachers in Turkish and English

pp. 36-46  |  Published Online: November 2013  |  DOI: 10.12973/edupij.2013.212.3

Zeynep Canli, Bekir Canli

Abstract

The aim of the study is to investigate apology strategies used by EFL teachers in Turkish and English. For the purpose of the study, a qualitative research was carried out. The study utilized purposeful sampling. Three EFL instructors participated in this study. The data were collected via a Discourse Completion Task (DCT) that had eight apology situations. Analyzing the results indicated that there was no significance difference in apology strategies used by the participants, and their L1 apology speech act strategies were not significantly different from their L2 productions. Their L1 can be said to have an effect on their use of apologies, as they transferred native Turkish norms into English. The results of the study emphasized the importance of teaching pragmatic competence in EFL. This study might be of pedagogical help and significance to teachers interested in pragmatics in general, and apology speech act in particular.

Keywords: pragmatics, speech acts, apology strategies, EFL teachers

4

Influences of Multimedia Lesson Contents On Effective Learning

pp. 47-58  |  Published Online: November 2013  |  DOI: 10.12973/edupij.2013.212.4

Tuncay Yavuz Ozdemir, Mukadder Boydak Ozan, Ismail Aydogan

Abstract

In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

Keywords: information technology, multimedia lesson content, teachers, effective learning

Announcement

COPE Membership

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Educational Process: International Journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE). 

Call for Papers

EDUPIJ is calling for submissions to the Volume 7, Issue 1, 2018. Submission Deadline: January 31, 2018.