Browsing by Author "Taskin, Necdet"

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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).
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.
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.
Investigating Preschool Teacher Candidates' Mathematics Literacy Self-Sufficiency Beliefs on Various Variables
(Elsevier Science Bv, 2014) Taskin, Necdet; Tugrul, Belma
The research aims at determination of the level of the belief in self-sufficiency of the preschool teacher candidates regarding their mathematics literacy skills and the correlation of this belief in self-sufficiency and gender, class, preferring to have mathematics classes in undergraduate education and the field of graduation from high school. In this study, a quantitave descriptive design was used for the purpose of presenting the existing situation as it is. Sample of the research consists of 202 teacher candidates attending a preschool teaching program in 2012-2013 education year in a public university in Turkey. In the research, "Personal Information Form" and "Mathematics Literacy Self Sufficiency Scale" are used. In the statistical analysis of the study, Independent Samples T-Test and One-Way ANOVA and descriptive statistics were used. Preschool teacher candidates' ML self-sufficiency beliefs are significantly different on gender. Finding suggests that taking a mathematics-related class during university positively influences candidates' ML self-sufficiency beliefs. There is a significant difference of class type among participants' ML self-sufficiency beliefs. Also there is a significant difference between high school graduation field and ML self-sufficiency beliefs. (C) 2013 The Authors. Published by Elsevier Ltd.
Investigating the Effect of Families' Reading Books to Bilingual Children on the Children's Language Development
(Sage Publications Ltd, 2025) Degirmenci, Derya; Taskin, Necdet
Aims and objectives: This study aimed to investigate the effect of families' reading books to bilingual children on the children's Turkish-language development.Design/method/approach: The study adopted a quasi-experimental design based on a sample comprising 36 bilingual preschool children, 18 in each of the experimental and control groups. The Turkish Assessment Tool for Bilingual Children (TAT-BC) was used to measure the children's Turkish-language development. Before and after the experimental procedure, the scale was administered to the experimental and control groups as pre- and post-tests. Children in the experimental group were given three books weekly to be read by their families, and this practice continued for 10 weeks.Data and analysis: The data obtained from the research were analyzed using the Mann-Whitney U and Wilcoxon signed-rank tests, which are nonparametric tests.Findings/conclusions: The results demonstrated that the Turkish language development levels of the children in the experimental group increased after the families' practice of reading books. While the experimental and control groups were equal in terms of Turkish language development level before the experimental procedure, the Turkish language development level of the children in the experimental group improved significantly after the implementation of family book reading when compared to the control group.Originality: There has been an increase in researches related to bilingualism and bilingual children. However, the emphasis is mostly on qualitative studies. Considering the lack of experimental studies on improving bilingual children's language development, this study is one of the few experimental studies focusing on bilingual children in T & uuml;rkiye.Significance/implications: This study will enable effective steps to be taken for children whose mother tongue is different from the language of education. Also, this study will help families raise awareness about the importance of reading books and of making regular reading to their bilingual children a routine.