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    Examining the Oral Exams in Teacher appointments: A Qualitative Analysis depending on the Opinions of Teacher candidates
    (T.C. Milli Egitim Bakanligi, 2018) Kosar, D.; Er, E.; Kosar, S.; Kilinç, A.Ç.
    The purpose of the current study was to examine the oral exam process of teacher appointment according to the opinions of those teachers who appointed to an empty teaching position and those who did not. A total of 16 teachers, nine of which were appointed and seven of which were not according to the results of contracted teacher oral exam results participated in this qualitative study designed as a case study. Maximum variation and criterion sampling under purposeful sampling methods were used to select the participants. The data of the study were gathered though a semi-structured interview form developed by the researchers. The data were analysed through descriptive and content analyses as two of data analyses techniques used in qualitative studies. Results revealed that participants stated that questions used in the oral exams to select contracted teachers were out of the area of expertise, the oral exam commissions were not objective in scoring, the duration of the exam was inadequate, and the method of appointing teachers though oral exams was wrong. Furthermore, the participants suggested that teachers were depreciated through oral exams and that oral exams did not contribute well to the teacher quality and that they worried about the future of teaching profession. Results of the study were discussed in line with the related literature and some suggestions were made. © 2018. All Rights Reserved.
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    Examining the relationship between teachers' perceptions of primary school principals' power styles and teacher professionalism
    (University of Alberta, 2014) Kosar, S.; Kilinç, A.Ç.; Er, E.; Ö?dem, Z.; Savas, G.
    The purpose of this study was to examine the relationship between primary school principals' power styles and teacher professionalism. A total of 264 teachers employed in 10 primary schools in Kastamonu, Turkey, participated in this study. Kosar's (2008) "Power Styles Scale,"and the "Teacher Professionalism Scale" - originally developed by Tschannen-Moran, Parish, and DiPaola (2006), and adapted into Turkish by Cerit (2013) - were used to gather data. The mean, standard deviation, correlation, and regression analyses were calculated to evaluate the data. The results revealed that teacher professionalism was positively and significantly related to personality and reward power, while being negatively and significantly correlated with legitimate and coercive power. The findings also showed that the power styles of school principals significantly predicted teacher professionalism. The outcomes of the study are discussed with respect to improving teacher self-efficacy. © 2014 The Governors of the University of Alberta.