Browsing by Author "Sahin-Sak, Ikbal Tuba"

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Chinese and Turkish Parents Reflective Parenting: Accelerating Shifts in Contemporary Parenting During Pandemic Contexts
(Routledge Journals, Taylor & Francis Ltd, 2025) Lehner-Mear, Rachel; Xu, Yuwei; Liu, Chang; Yu, Yun; Toran, Mehmet; Sak, Ramazan; Sahin-Sak, Ikbal Tuba
During the COVID-19 pandemic, particularly during periods of quarantine, parents and children were sometimes together in ways which contrasted their pre-pandemic life. This paper uses a reflective parenting lens and processual approach to analyse the quarantine experiences of twenty-four parents of three-to-six-year-olds from China and T & uuml;rkiye, gathered in semi-structured interviews. The paper reveals not only that Chinese and Turkish parents were reflective but that such reflections engaged with contemporary shifts in parenting, in particular: (i) the role of the parent; (ii) 'fixing' the child; (iii) the parent-child hierarchy; and (iv) grandparent involvement in parenting. The practicalities of the pandemic context are shown to enhance social evolution towards reflective parenting by increasing parent-child interaction. The paper also highlights that practising reflective parenting is sometimes challenging, uncomfortable and partial. Structural issues in Chinese and Turkish contemporary life which hinder reflective parenting are highlighted, including working patterns, grandparent involvement, and social scripts that interact with parenting practices. Reflective parenting, assumed to be less common in these contexts, may be inhibited by structural dimensions which had reduced impact in the quarantine period. However, when parents are reflective, they define their own practices and resist, at least in part, traditional notions of parenting.
Compassion as a Source of Satisfaction and Fear in Professionals Who Work With People
(Sage Publications inc, 2023) Sak, Ramazan; Nas, Esref; Sahin-Sak, Ikbal Tuba; Oneren-Sendil, Cagla; Tekin-Sitrava, Reyhan; Taskin, Necdet; Kardes, Servet
Background Compassion satisfaction and fear of compassion affect the mental health of professionals who work with people. In addition, each of these two variables can be important indicators of the quality of the services such professionals provide. Methods This study examines compassion as a source of satisfaction and fear among 293 professionals work with people, including 158 teachers, 57 police officers, 45 nurses and 44 imams. A personal information form, the Fear of Compassion Scale, and the Compassion Satisfaction Scale were used as data collection tools. Results Neither fear of compassion nor compassion satisfaction varied significantly according to the sampled professionals' genders, educational levels, monthly incomes or area of residence. However, both these measures did exhibit statistically significant variation by the respondents' professional roles, ages, numbers of children and marital statuses. A significant negative relationship between the participants' fear of compassion and their compassion satisfaction was also identified. Conclusion Courses related to kindness and social interaction should be provided in schools, to help the adults of the future.
Compassion Fatigue Among Obstetricians and Gynecologists
(Springer, 2021) Dirik, Deniz; Sak, Ramazan; Sahin-Sak, Ikbal Tuba
Obstetricians and gynecologists are likely to be at risk of occupational distress because their quality of life is affected as a result of their experiences of assisting with traumatic births and/or providing abortions, among others. Nevertheless, there have been few studies of this group of doctors' compassion fatigue. This study aimed to examine obstetricians and gynecologists' compassion fatigue. This survey-based quantitative study examined 107 obstetricians and gynecologists' compassion fatigue. Data were collected using a demographic information form and the Compassion Fatigue Short Scale. This established that had low levels of compassion fatigue related to secondary trauma and job burnout, but moderate levels of it overall. Among female obstetricians and gynecologists, compassion fatigue was higher than among their male counterparts, and respondents who worked at private hospitals had higher compassion fatigue related to secondary trauma than those who worked in state-run hospitals. The data also revealed that obstetricians and gynecologists with 11-15 years' seniority scored higher on the job-burnout subdimension of compassion fatigue, and overall, than their more senior counterparts. Interestingly, however, no statistically significant differences in the participants' compassion fatigue were found to be associated with their ages, marital statuses, numbers of children, number of patients seen per day, or number of daily operations performed. Professional sharing groups that allow doctors to share their experiences and to gain awareness about their colleagues' traumas should be organized. Teamwork should also be encouraged; and various prevention strategies should also be considered.
Czech and Turkish Preschool Teachers' Compassion and Psychological Well-Being
(Springer, 2024) Sak, Ramazan; Skutil, Martin; Sahin-Sak, Ikbal Tuba; Zikl, Pavel; Nas, Esref; Herynkova, Marie
This quantitative survey-based study examines 366 Czech and 532 Turkish preschool teachers' compassion levels and psychological well-being. The Adult Compassion Scale and Psychological Well-being Scale were used as the data-collection tools, and Mann-Whitney U testing and Kruskal Wallis-H testing were used for data analysis. Although Turkish preschool teachers' compassion levels were found to be higher than Czech participants, the Turkish preschool teachers' psychological well-being was lower. While participants' compassion did not differ significantly across gender, parent/non-parent status, or the presence/absence of children with special needs in their classrooms, significant differences were associated with age, seniority, personal education level, marital status, age group of children taught, class size, and faith. While psychological well-being did not differ significantly across presence/absence of special-needs children, seniority, personal education level, age group of children taught, or faith, there were significant differences across gender, age, parenthood, marital status and class size. There was also a positive and moderately significant relationship between the preschool teachers' compassion and their psychological well-being.
The Effects of Motivational Enhancement Training on the Motivation and Vocational-Outcome Expectations of Male Preservice Preschool Teachers
(Routledge Journals, Taylor & Francis Ltd, 2023) Sak, Ramazan; Sahin-Sak, Ikbal Tuba; Oneren-Sendil, Cagla; Tantekin-Erden, Feyza; Tuncer, Nuran; Taskin, Necdet
This study examines the effects of Motivational Enhancement Training on male preservice preschool teachers' motivation and vocational-outcome expectations, using a randomized pretest-posttest control group design. Of the 34 participants, 17 formed the experimental group and the other 17, the control group. A Personal Information Form, Adult Motivation Scale and Vocational Outcome Expectation Scale, all adopted from prior literature, were used as data-collection tools. Data analysis relied on two-way analysis of variance for repeated measurements and t-testing. This revealed that Motivational Enhancement Training increased both the motivation and vocational-outcome expectations of the participants in the experimental group significantly as compared to those in the control group.
Learning Centers in Turkish Preschools: a Phenomenological Study
(Springer, 2024) Sak, Ramazan; Sahin-Sak, Ikbal Tuba; Oneren-Sendil, Cagla; McHale, Joanne
This phenomenological study examines teachers' self-reported practices related to the learning centers in classrooms that were recommended by the 2013 Turkish Preschool Curriculum and the conditions of such centers. Data from 38 female and six male preschool teachers were collected through a semi-structured interview protocol and an observation form developed by the researchers. This revealed that there were learning centers in nearly all classrooms, and most of the participants stated that their classrooms included block play, dramatic play, book and science areas. Approximately half of the sampled teachers regarded the quantity of learning centers in their classrooms as sufficient, whereas two-third of participants suggested that content of the centers were not. It was also observed that there were a variety of materials in each center, but some were in need of repair.
Parents and Children During the Covid-19 Quarantine Process: Experiences From Turkey and China
(Sage Publications inc, 2021) Toran, Mehmet; Sak, Ramazan; Xu, Yuwei; Sahin-Sak, Ikbal Tuba; Yu, Yun
This paper reports Turkish and Chinese parents' experiences with their 3-6 year-old children during the COVID-19 quarantine process. Thirteen Turkish and 11 Chinese parents participated in a study that employed semi-structured interviews to examine participant self-perceived experiences. Findings show that the study revealed many commonalities in the experiences of Turkish and Chinese parents with their children during the COVID-19 quarantine process. Cultural differences between parents did not appear to significantly reflect the responses of parents during this extraordinary period. Parents mostly described difficulties with home quarantine. Most parents stated that their daily schedule and routines had changed as a result of home quarantine. Parents also said that they were unaware of their children's developmental progress and the extent to which their children had grown up before the quarantine. Parents shared both positive and negative experiences during the process. Since the quarantine process is an extraordinary experience for all family members, parents should be encouraged to put those positive experiences and acquisitions into their future life.
Preschool Teachers' Views About Classroom Management Models
(Routledge Journals, Taylor & Francis Ltd, 2018) Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma
This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher effectiveness training (TET) model. Data were collected through a demographic information form and the Discipline Strategies Questionnaire. The results showed that the participant teachers usually agreed with items that reflected a child-centered approach to classroom management. Also, the respondents' views of Dreikurs' social discipline model and Gordon's TET model differed according to their gender. The teachers' views related to behavioral change theory and Gordon's TET also varied markedly, depending on the ages of the children they taught.
Preschoolers' and First Graders' Reasons for Liking or Avoiding School
(Routledge Journals, Taylor & Francis Ltd, 2019) Sahin-Sak, Ikbal Tuba
This qualitative study examined 287 Turkish children's school experiences and sought to connect such experiences to their overall feelings about school. A semi-structured interview protocol derived from Ladd, Kochenderfer, and Coleman's [1996. "Friendship Quality as a Predictor of Children's Early School Adjustment." Child Development 67 (3): 1103-1118] School Liking and Avoidance Questionnaire was used to collect data from the participants, who comprised 141 preschoolers and 146 first graders. Most members of both groups stated that school was fun, that they were happy when they were there, and that they felt happy about going to school in the morning. Most preschoolers and first graders also said that school did not make them feel like crying, and that they did not wish they could stay home from school or go somewhere else. However, slightly more than half the respondents stated that they felt happier when it was time to go home from school. Preschoolers tended to emphasise positive features of school such as toys, whereas first graders were more likely to talk about learning new things, and their in-school friendships.
Preschoolers' Difficult Questions: Variations by Informant and Gender
(Routledge Journals, Taylor & Francis Ltd, 2020) Sak, Ramazan; Sahin-Sak, Ikbal Tuba
This qualitative study looks at differences in how preschoolers' difficult questions are reported by parents and teachers, and according to whether the children and parents in question are male vs. female. The participants consisted of 131 parents whose children attended public kindergartens in Turkey and 131 preschool teachers. A background-information form and a structured interview protocol were used as data-collection tools. It was found that girls asked four times more questions about sex and fertility, and approximately twice as many difficult questions about daily life, than boys did. On the other hand, boys asked more questions related to religion, science and nature. Sex and fertility questions were more frequently directed to mothers than to fathers, while religion and daily life questions were more often asked of fathers, irrespective of the gender of the child. However, teachers were asked science and nature questions more than either fathers or mothers were, but fewer questions about religion, sex and fertility.
The Role of Parents' Gender in Parenting Attitudes and Parental Permission To Engage in Risky Play
(Routledge Journals, Taylor & Francis Ltd, 2024) Sak, Ramazan; Sahin-Sak, Ikbal Tuba; Sendil, Cagla Oneren; Tuncer, Nuran
Play is an essential activity for various developmental aspects of the early childhood years and sometimes this activity includes taking risks, a mixture of emotions ranging from fear and feeling out of control to thrills and enjoyment. However, parents' fears, anxieties and expectations related to their children's safety may discourage children from engaging in risky plays. The aim of this research is to examine the role of parents' gender in parenting attitudes and parental permission to engage in risky play. The sample consisted of 341 parents of four- to six-year-old children, and the data collection relied on & Uuml;n & uuml;var and Kany & imath;lmaz's (2017) Scale of Allowing Risky Play and Karabulut Demir and & Scedil;endil's (2008) Parental Attitude Scale. Data analysis established that the interaction effect between parents' gender and number of children and between parents' gender and educational level were statistically significant for whether they would permit risky play. However, there was no significant interaction effect on parenting attitudes between their genders. Finally, parents with democratic and permissive parenting styles were more likely and those with authoritarian and overprotective styles were less likely to allow risky play.
Turkish Preschool Teachers' Beliefs and Practices Related To Two Dimensions of Developmentally Appropriate Classroom Management
(Routledge Journals, Taylor & Francis Ltd, 2018) Sahin-Sak, Ikbal Tuba; Tantekin-Erden, Feyza; Pollard-Durodola, Sharolyn
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics.