The objective of the study was to find out the effect of EI and gender on job satisfaction of primary school teachers. A total of 300 (150 male and 150 female) primary school teachers were selected randomly for the study. Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale (TJSS) were used to collect the data. The study found a significant positive relationship between emotional intelligence and job satisfaction. Regression analysis showed that emotional management and emotional maturity significantly predicted the job satisfaction. The results of the two-way ANOVA showed that the interaction effect of gender and EI was not significant. Results also showed that level of EI significantly affected the job satisfaction of primary school teachers. However, there is no significant difference between male and female teachers regarding the level of job satisfaction. There are other factors which affect job satisfaction but the role of EI cannot be neglected. So the level of EI must be taken into consideration in order to select the best teachers.

The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, “Maslach Burnout Inventory” and “Teacher Sense of Efficacy Scale” were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and secondary state schools in 2014-2015 academic year. The results of the data analysis put forward that there was significant, medium and negative correlation between teacher self efficacy and burnout levels of the participants. Hierarchical multiple regression analysis results, which were run to assess the relationship between the two variables better, indicated that teacher self efficacy predicted burnout negatively. In the light of these findings and other related studies several suggestions were made.

The study investigated differences in students’ reported overall test anxiety before, during, or after test taking among two school-levels and gender. Differences among three test anxiety components (thoughts, off-task behaviors, and autonomic reactions) were also examined. Participants were 725 primary (349 females, 376 males) and 375 middle (180 females, 195 males) school students from a metropolitan city in Turkey. Turkish students’ reported overall test anxiety declined from primary to middle school, with females showing higher test anxiety throughout school years. Whereas students rated thoughts high, autonomic reactions were rated low; followed by off-task behaviors. Female and male students did not differ in thoughts and autonomic reactions. School-level differences were found in off-task behaviors and autonomic reactions. The pattern of Turkish students’ overall test anxiety derived as a combination of thoughts, off-task behaviors, and autonomic reactions was discussed, and educational implications were offered.

The purpose of this study is to examine the effects of blog activities on elementary students’ environmental literacy in science class. The relationships between students’ environmental literacy levels, their parents’ interest in environmental activities and the frequency of outdoor activities they do have also been also examined. Pre-test post-test quasi-experimental design has been utilized. The participants of the study are 80 seventh-grade elementary school students. The data have been gathered through “Environmental Literacy Scale”. After that, the instructor has created a blog to share some movies, animations and reflective questions for all the students. The students could follow and engage in all the sharing. The activities have lasted for eight weeks. Descriptive statistics, t-test and regression analysis have been tested via the data. The results have indicated that there is a significant difference between pre and post test scores regarding the students’ “environmental knowledge”, “attitude towards environment” and “being responsible for environment”. Furthermore; positive but weak relationship has been detected between students’ environmental literacy levels and parents’ interests in environmental activities. On the other hand, there is a moderate, positive correlation between students’ interest in environmental problems and involving in outdoor activities with parents(r=0.423, p=0.001). Overall, students’ involvements in blog activities and doing outdoor activities with parents have been found to be effective in acquiring environmental literacy.

Empirical directions to innovate e-assessments and to support the theoretical development of e-learning are discussed by presenting a new learning assessment system based on cognitive technology. Specifically, this system encompassing trained neural nets that can discriminate between students who successfully integrated new knowledge course content from students who did not successfully integrate this new knowledge (either because they tried short-term retention or did not acquire new knowledge). This neural network discrimination capacity is based on the idea that once a student has integrated new knowledge into long-term memory, this knowledge will be detected by computer-implemented semantic priming studies (before and after a course) containing schemata-related words from course content (which are obtained using a natural semantic network technique). The research results demonstrate the possibility of innovating e-assessments by implementing mutually constrained responsive and constructive cognitive techniques to evaluate online knowledge acquisition.

The main purpose of this paper is to examine the effect of ethical leadership on teachers’ job satisfaction, and affective commitment in an education sector. This study proposes that ethical leadership has a significant and positive effect on overall job satisfaction and affective commitment. Moreover, it suggests that ethical leadership has an influence on overall job satisfaction and affective commitment. In this study, the relationships among the variables were evaluated using correlation, and regression analysis. The results which is based on a sample of 150 teachers from four private schools in Pakistan demonstrate that overall job satisfaction has a significant and positive influence on affective commitment, whereas, marriage as a demographic variable has a positive effect on overall job satisfaction and affective commitment.

The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of education, the anxiety in form teachers in primary school regarding teaching mathematics is important. Within this context, the objective of this study is to investigate the effect of mathematical thinking states of form teachers on their anxieties regarding mathematics teaching. The sample group comprises 194 form teachers working in state schools of Bagcilar district, Istanbul province in the spring term of 2015-2016 academic year. As data collection tools, mathematical thinking scale and anxiety scale for the mathematics teaching anxiety of form teachers were used. To test the predictive power of mathematical thinking regarding the mathematics teaching anxiety, Multiple Linear Regression Analysis was used. It was found that the form teachers had high mathematical thinking scores and had low anxiety scores. A low degree, negative and significant correlation was found between the mathematical thinking and anxiety of form teachers regarding mathematics teaching. Moreover, it was found that mathematical thinking had an effect on the anxiety in form teachers regarding mathematics teaching.

In this study, the relations between learning styles and academic success of pre-service history teachers were examined. The study group of this research was comprised of 142 pre-service history teachers, who attended Bayburt University, Faculty of Humanities and Social Sciences, Department of History in spring quarter of 2017-2018 academic year. "Grasha-Reichmann Learning Style Scale" was used in collection of data for the research. As per the academic success of the pre-service history teachers, averages of their four major area course grades were recorded. In the analysis of the research data, descriptive statistics, t-test for the independent groups, and multiple regression analysis were used. It was understood that the dominant learning styles of pre-service history teachers were, respectively, dependent, independent, participant, collaborator, avoidant, and competitive learning styles. Also, it was found that gender variable has not significant effect on pre-service history teachers’ learning style. In the regression analysis, it was discovered that the learning styles of pre-service history teachers are predictive for their academic success. Moreover, it was understood that only participant and competitive learning styles significantly predicted the academic success. In other words, learning styles of pre-service history teachers accounted for 28 % of academic success of the pre-service history teachers.

The purpose of this work is to adapt the existing Moral Competency Index (MCI) developed by Lennick and Kiel in a sample of teachers. The validated Turkish version of MCI is based on the item pool of the original MCI with a slight adaptation of the items to fit the context of teacher leadership. The translated form was administered to 773 teachers in Gaziantep city. Exploratory factor analysis, Cronbach’s Alpha and Split-half reliability, and item analysis were performed through SPSS, while the first and second order confirmatory factor analyses were performed through AMOS. Results showed that adapted Turkish form of MCI (Ogretmen Ahlaki Yeterlik Olcegi) is reliable and valid, and the four-dimensional original factorial structure (integrity, responsibility, forgiveness, and compassion) was confirmed and maintained. Finally, multiple regression analyses were performed. Results showed that female teachers have higher levels of moral competencies in the dimensions of integrity and forgiveness. Also, as teachers’ age increases, their general moral competency scores increase in the dimensions of integrity, responsibility, and compassion.

The gender gap in achievement is one of the main challenges that face the educational system in Jordan. Since 1989, educational reform plans have attempted to reduce gender gap in achievement. However, the gender gap in science achievement according to PISA 2015 was higher than that of other participating countries. This study aimed to show the trends, and determine the factors associated with the gender gap in science achievement. The data were obtained from 7267 students, who participated in PISA 2015. Descriptive statistics and multiple regression methods were used, for which the results showed that the gap became wider with the same direction since 2006. In addition to that, the study findings suggested that environmental awareness, and sense of belonging to school are the most important factors associated with gender gap among other personal factors.

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOL-BREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects’ scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.

Students’ test anxiety is known to have significant influences on essential academic outcomes, and given the increased testing of school-aged children gender differences also appear in dimensions of test anxiety: thoughts, off-task behaviors, and autonomic reactions. This study examined: (i) whether there is a pattern of correlations exist among three dimensions of test anxiety that are tapped by the Children’s Test Anxiety Scale (Wren & Benson, 2004) and (ii) whether gender differences exist in the strength of these test anxiety dimensions. Students (N= 414) from 3 public schools, attending to the fourth grade (205 Females; 209 Males) were asked to rate on the thoughts (cognitive), off-task behaviors (behavioral), autonomic reactions (physiological) dimensions. The results revealed a strong relationship between thoughts and autonomic reactions (r = .57). Applying a multivariate approach, gender differences were found to be significant in overall test anxiety favoring females. Results also revealed a small female advantage for thoughts and autonomic reactions, Ƞ2 = .012 and Ƞ2= .016; but quite a small male advantage for off-task behaviors Ƞ2=.009. Taken as a whole, we need to seriously consider the implications of these differences and pay attention particularly to females in elementary schools.

The aim of the present study was to figure out whether university students’ learning approaches were shaped via their achievement goal orientations, academic self-efficacy and hope or not. The other objective was to examine if these psychological constructs varied in accordance with the demographic variables including gender, age and class level. 332 undergraduates from two different universities who were in the year of junior and senior participated in the study. The Achievement Goal Orientations Scale, the Academic Self-Efficacy Scale, the Dispositional Hope Scale and the Demographic Form were utilized to reveal the predictive power of these constructs on their learning attitudes measured by the Revised Two-Factor Study Process Questionnaire. Multiple linear regression analysis indicated that learning goal orientation was a pivotal predictor of both deep and surface approach to learning. Academic self-efficacy and hope were the crucial precursors of deep approach while performance-avoidance goal inclination was a considerable predictor of surface approach. Independent samples t-test analysis displayed that the female undergraduates were superior to the male ones in terms of the learning goal tendency. And the students (20 to 22 aged) demonstrated higher scores on the same variable than the other ones (23 to 25 aged). On the basis of class level, there were no significant differences in the scores of achievement goal orientations, academic self-efficacy, hope and learning approaches. The results pointed out the fact that such concepts pertinent to an undergraduate’s academic performance could be viewed as distinctive features engendering different learning attitudes toward scholastic training.

The main purpose of this research is to examine the relationship between levels of organizational happiness and organizational socialization of physical education and sport teachers. The research is quantitative and correlational model. The population of the research is composed of 257 physical education and sports teachers working in Siirt province. The entire universe was tried to be reached and 244 physical education and sports teachers were reached at the target stage. Within the scope of the research, 2 measurement tools were used. The Organizational Happiness Scale was developed by Bulut. The ''Organizational Socialization Scale'' was developed by Erdogan. Some of the research results are as follows: Arithmetic mean, standard deviation, correlation and simple regression tests were used in the analysis of the research data. Teachers' organizational happiness levels are high and organizational socialization levels are very high. There is a high level of positive correlation (r =, 67) between the levels of organizational happiness and organizational socialization of teachers. Teachers' organizational happiness is predicting organizational socialization. The model explains organizational socialization by 55%.

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

The purpose of this research is to examine the correlation between the attitude towards reading and the perception of creative reading. The sample group of the study, in which the correlational survey model among the qualitative research designs was conducted, consists of 319 students studying at fourth grade in primary schools. The scale for the perception of creative reading generated by Yurdakal and Susar Kirmizi and the scale for the attitude towards reading formed by Yurdakal and Susar Kirmizi were applied in collecting data for the research. Pearson Product-Moment Correlation Analysis and Simple and Multiple Linear Regression Analysis were implemented for the analysis of data in the study. When the data obtained from the analyses were examined, it was observed that there was a positive and high correlation between the attitude scale towards reading and its sub-dimensions. Likewise, a positive and high correlation was determined between the perception of creative reading scale and its sub-dimensions. As the attitude towards reading increases, the perception of creative reading decreases. This finding is similar for all the sub-dimensions in the scales. It was also comprehended that the attitude towards reading was a predictor of the perception of creative reading and that there were significant correlations between the perception of creative reading and the sub-dimensions of contributions, meaning, activities, and process of reading. Along with these variables, the attitude towards reading explains the perception of creative reading at a total level of 13%.

The purpose of the present study is to determine if high school students' character strengths composed of twenty-four different features, being virtuous including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Young People and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to the their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school leave at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestionThe purpose of the present study is to determine if high school students' character strengths composed of twenty-four different strengths, virtues including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Youth and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school dropout at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestions were proposed.

The analyses described in this paper permitted an evaluation of whether capacity-building professional development practices were related to early childhood intervention practitioners’ reported use of capacity-building family-centered practices. This was ascertained by structural equation modeling for two different types of family-centered practices (participatory and relational) where the two models were compared to determine the better fitting model and the sizes of effects for the relationships among the variables in the models. Results provided converging evidence that capacity-building professional development engenders practitioners’ use of capacity-building family-centered practices. Implications for practice are described.

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.