Browsing by Author "Sak, Ikbal Tuba Sahin"

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Behavior Management Strategies: Beliefs and Practices of Male and Female Early Childhood Teachers
(Routledge Journals, Taylor & Francis Ltd, 2015) Sak, Ramazan; Sak, Ikbal Tuba Sahin; Yerlikaya, Ibrahim
This article reports on a comparison of male and female early childhood teachers' beliefs and self-reported practices related to behavior management (BM). The respondents comprised 46 male and 46 female teachers, and independent-samples t-tests were conducted to compare beliefs and self-reported practices about BM strategies across these two groups. There were significant differences between the male and female teachers' self-confidence scores, and the ways in which they interacted with their pupils' parents. However, no significant differences were found between the male and female respondents' beliefs relating to the usefulness of BM strategies, or the frequency of their use of these strategies. Two-way ANOVAs were also conducted to explore the impact of gender/teaching experience, gender/educational level, and gender/class size on teachers' self-confidence; their perceptions of the usefulness of BM strategies; the frequency with which they used such strategies; and their interactions with parents. None of these relationships were statistically significant.
Comparing the Job Satisfaction of Hourly Paid and Salaried Preschool Teachers in Turkey
(Routledge Journals, Taylor & Francis Ltd, 2018) Yayla, Ahmet; Sak, Ramazan; Sak, Ikbal Tuba Sahin; Taskin, Necdet
This two-phase mixed-methods study compares the job satisfaction of Turkish preschool teachers who are paid hourly against the satisfaction of those on regular contracts. The participants in its first, quantitative phase were 260 preschool teachers, of whom 81 also participated in the second, qualitative phase. Initial data collection from all phase-one participants was via the Job Satisfaction Scale. Then, in phase two, the members of the hourly paid group were asked three open-ended questions, and the regular-contract teachers two of the same questions, related to the advantages and disadvantages of hourly paid teaching. The results indicated a significant difference in job satisfaction levels between the two types of teachers. None of the interactive effects between preschool teachers' working status and their gender, age, marital status, and in-service training was statistically significant. In phase two, moreover, more than half of the 41 hourly paid teachers (n = 22) emphasised that they worked as hourly for economic reasons, while more than a third (n = 30) of the overall phase-two sample stated that there was no advantage of working as an hourly paid teacher. Working conditions for hourly paid teachers were described as disadvantageous by almost half the members of the phase-two sample (n = 37).
Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices
(Nesibe Aydin Education inst, 2016) Sak, Ramazan; Erden, Feyza Tantekin; Sak, Ikbal Tuba Sahin; Esmeray, Hadi
There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhood teachers' beliefs about computer use, since these are keys to understanding their practices in the classroom. The current study aims to determine early childhood teachers' beliefs and self-reported practices relating to computer use in the context of Turkey. The participants in this study were selected purposefully and consisted of 16 early childhood teachers. Data was obtained via a semi-structured interview protocol and analyzed through the word-repetition technique. Following data analysis, five themes were determined: (1) the availability and use of computers and the Internet, (2) the aims of computer use, (3) the advantages and disadvantages of computer use, (4) the teacher's role in computer use and (5) teachers' suggestions for effective computer use in early childhood classrooms. The teachers who participated in this study recognized the benefits of computer technology. However; they also expressed a need for more access to technology and more training. It is hoped that, with the help of technology-development projects, the early education of children will be enhanced.
Parents' Views on Male Ecec Workers: a Cross-Country Comparison
(Routledge Journals, Taylor & Francis Ltd, 2019) Sak, Ramazan; Rohrmann, Tim; Sak, Ikbal Tuba Sahin; Schauer, Gabriele
A better gender balance is seen as an important factor for the future development of the ECEC work force. But are parents willing to accept men as teachers and carers for their children? What do parents expect from male ECEC professionals, and do attitudes of parents differ in relation to cultural backgrounds? This cross-cultural study analyses parents' views from Austria and Turkey, two countries with significant differences in cultural backgrounds and male participation in ECEC. According to the results of the quantitative study presented here, parents in Austria and Turkey are generally positive towards male ECEC workers. Nevertheless, results show significant differences between the countries which are connected to cultural traditions regarding the role of men and women in family and society. Turkish parents were more sceptical and felt less comfortable with male workers, whereas Austrian parents generally supported the aim of more men in ECEC. The authors conclude that a better gender balance in ECEC cannot be realized without taking into account, and sometimes confronting, parents' gendered views.
School Counselors' Job Satisfaction: a Comparative Study of Preschool and Primary-School Counselors in Turkey
(Springer, 2017) Nas (Dalcicek), Esref; Sak, Ramazan; Sak, Ikbal Tuba Sahin
This mixed-methods research compared job satisfaction among counselors working in pre-schools and primary-schools. Its quantitative phase included 223 counselors, 70 of whom also participated in the qualitative phase. A demographic information form, job-satisfaction scale and a semi-structured interview protocol were used to collect data. Quantitative analysis indicated that the primary-school counselors' job satisfaction was higher than that of the pre-school counselors. There were no statistically significant differences in satisfaction between the two groups based on gender, age, or marital status, or the interaction of any of those three demographic factors with the type of school where they worked. In the qualitative phase, approximately half of the primary-school counselors but just one-third of the pre-school counselors reported their job satisfaction as being high; and around half of the pre-school group and one-third of the primary-school group reported that school type where they worked had a negative impact on their job satisfaction.
School Readiness: the Views of Pre-Service Preschool Teachers and Pre-Service Primary Teachers
(Routledge Journals, Taylor & Francis Ltd, 2016) Sak, Ikbal Tuba Sahin
This study compares the views of the concept of school readiness held by 50 pre-service preschool teachers and 50 pre-service primary teachers. Data were collected through a semi-structured interview protocol, and the word-list and key-words-in-context techniques were used for qualitative data analysis. Findings show that pre-service preschool teachers and pre-service primary teachers have similar views related to school readiness. Both emphasised that school readiness may be defined through the lens of developmental domains, and exhibited broad agreement that the most effective people in the school-readiness process were parents. On the other hand, some differences between the preschool respondents and the primary school respondents were identified. For instance, when defining school readiness, enhancing all developmental skills of children was mostly emphasised by the primary group.