Browsing by Author "Sak, R."

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Comparison of Self-Efficacy Between Male and Female Pre-Service Early Childhood Teachers
(Routledge, 2015) Sak, R.
Teaching in early childhood classrooms is a female-dominated job all over the world. The aim of this study is to compare male and female pre-service early childhood teachers' sense of self-efficacy. The study sample of 451 pre-service teachers consisted of 231 female and 220 males. The Turkish-language version of the Teachers' Sense of Efficacy Scale (TTSES) was used for data collection. The results indicate a significant difference between the male and female respondents' overall sense of self-efficacy, as well as their sense of self-efficacy relating to the specific area of classroom management. However, no significant differences were found in males' and females' sense of self-efficacy with regard to student engagement or instructional strategies. © 2015 Taylor & Francis.
Examination of High School Students' Compassion Levels According To Socio-Demographic Variables
(T.C. Milli Egitim Bakanligi, 2021) Nas, E.; Sak, R.; Tanhan, F.
The aim of this study was examine high school students' compassion levels according to socio-demographic variables. The sample of this survey consisted of 460 high school students. The data was collected through Compassion Scale developed by Nas and Sak (2021) and analyzed through independent samples t-test and One-way analysis of variance (ANOVA). As a result of the analysis, the level of compassion of high school students did not differ significantly in any sub-dimensions and in the total of the compassion scale based on their age, the number of siblings, what grade they were in, education level of their mother, working status of their mother and father, their birth order, and the type of high school (such as Anatolian high school, science high school) they attended. A significant difference was found in the sub-dimensions of compassion toward other people and compassion toward other living things, and in the overall total of the compassion scale based on their gender and if they got an achievement certificate. Also, a significant difference was found in the sub-dimension of compassion toward other people and in the total of the compassion scale based on education level of their fathers. In addition, a significant difference was found in the sub-dimension of compassion toward oneself based on the monthly income of their families. As a result, considering that compassion studies in the literature are generally carried out with adults and that participants of the current study were high school students, it can be stated that the study made a unique contribution to the literature. © 2021. All Rights Reserved.
How Do Young Turkish Children Perceive the Gender of Their Teachers? A Case Study
(Taylor and Francis, 2025) Sak, R.; Şahin-Sak, I.T.
This chapter presents findings from a case study in a public kindergarten consisting of five headteachers (one man and four women) and a female school director in a Muslim lower-class poorly educated district in a city in the eastern part of Türkiye. The findings show that adults are more aware of gender and think more about this issue than children. However, the children's expressions when describing their teachers did not highlight gender; rather, they preferred to describe activities in which the teachers tended to engage. They have a more egalitarian and partially unbiased perspective as related to their teachers. Especially considering that this study was conducted in a district with a low socioeconomic level and a relatively more traditional perspective in Türkiye, it was found that children placed more importance on their interactions and sharing with their teachers rather than their gender. © 2025 Elsevier B.V., All rights reserved.
Turkish Preschool Children's Perceptions and Expectations Related To 1st-Grade Education
(Routledge, 2016) Sak, R.; Sak, İ.T.Ş.; Tuncer, N.
Early care and education settings and practices vary widely across the world. In many cultures, it is most common for families to provide round-the-clock care for young children. Other young children are in private or religious preschools, child care, or—more rarely—public early childhood education systems. Wherever young children spend the first few years of life, those who are able to access their right to education often transition to a more academic setting (primary school) around age 6 or 7. This transition can be difficult for some children, as they leave their familiar homes, preschools, and child care settings to enter a new learning environment. Loving adults can ease this transition by listening to and understanding children's perceptions about what school will be like and how their lives will change. Adult caregivers can focus on the positive aspects of the change—new friends, teachers, and opportunities—while also respecting children's feelings about starting primary school. ©, Copyright Association for Childhood Education International.