Yazar "Özdemir, Murat" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim
    Öğe
    Analysis of the Mission Statements of Educational Administration Departments in Terms of Identity
    (Tuba-Turkish Acad Sciences, 2022) Küçükçene, Mehmet; Özdemir, Murat
    The aim of this study is to examine the mission statements of the Departments of Educational Administration within educational sciences at Turkish universities in terms of identity. The study, which adopts a quali-tative approach, was designed as a case study, and the document analysis technique was used for the data collection. In line with the purpose of the study, the web pages of the Departments of Educational Administration in 78 Turkish universities were examined and the mission statements of 48 departments were obtained. These mission statements were then analyzed descriptively. The mission statements were classified under three main themes: education-training, scientific research, and community service. The mis-sion that is emphasized the strongest in by the Educational Administration Departments was improving the professional development of educators under the education-training theme. While the most frequently repeated mission under the scientific research theme is knowledge generation and dissemination in the field, producing knowledge for the educational needs of the society is observed as the primary mission under the theme of serving the society. The Department of Educational Administration missions were discussed in terms of how they reflect the identity of the field, how up-to-date and appli-cable they are, and to what extent they are suitable for higher education purposes. Based on the findings of the study, administrators and lecturers in Educational Administration Departments are suggested to adopt the due care and meticulousness in the preparation of their departmental missions.
  • [ X ]
    Öğe
    Examining the Relationship Between Meaningful Work and Job Engagement
    (2022) Karataş, Erdem; Özdemir, Murat
    Ensuring teachers’ job engagement is critical in achieving educational goals. This study examined the relationship between meaningful work and job engagement using the data collected from 452 teachers in Turkey. The data collected by using Meaningful Work Scale and Job Engagement Scale Turkish Form were analyzed by descriptive statistics, confirmatory factor analysis, multivariate regression analysis, and moderation analyses. We found a positive, moderate, and significant relationship between meaningful work and job engagement. We tested the predictive effects of meaningful work and demographic variables (gender, seniority, and educational status). Meaningful work explained 47% of the variance in teachers’ job engagement in the first model. All subdimensions of meaningful work except for the search for meaning at work and work relations were found to be significant predictors of job engagement. With the inclusion of demographic variables, the second model again explained 47% of the variance in teachers’ job engagement. Furthermore, we found that seniority was a significant and positive predictor of job engagement. Moderation analyses indicated gender and educational status did not have a moderator role in the relationship between meaningful work and job engagement. We found that seniority had a moderator effect on the relationship between work relationships and job engagement. This study contributes to meaningful work and job engagement literature in the context of teachers.
  • Küçük Resim
    Öğe
    The Effect of Empowering Leadership and Teacher Autonomy on Affective Commitment: The Mediating Role of Teacher Self-Efficacy
    (Turkish Education Assoc, 2024) Özdemir, Murat; Küçükçene, Mehmet; Abasli, Konul; Pektaş, Varol; Ayhan, Esen
    Teachers' affective commitment is closely related to their performance. The present study investigated the relationship between empowering leadership, teacher autonomy, teachers' sense of self-efficacy, and affective commitment. A questionnaire was completed by 611 teachers in Ankara. To test the proposed model, we conducted a mediation analysis of structural equation modelling. The results show that empowering leadership and autonomy predict teachers' sense of self-efficacy. Similarly, teachers' sense of self-efficacy is also positively and significantly correlated to affective commitment. The analysis confirms that teachers' sense of self-efficacy is a prominent mediator in the relationship between empowering leadership, teacher autonomy, and affective commitment. This study is expected to contribute to the body of research focusing on the effects of empowering leadership, teacher autonomy and teachers' sense of self-efficacy on teachers' affective commitment. Implications are presented for policymakers and school leaders.