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    Organisational trust in schools: A critical review of empirical research in Turkey
    (Springer Science and Business Media B.V., 2019) Polatcan, M.; Cansoy, R.
    The aim of this study was to conduct an in-depth analysis of the articles focusing on organisational trust in Turkish schools published between 2005 and 2017 and systematically review the findings, results and suggestions reported in these articles. A total of 46 articles were examined in the study in which thematic content analysis, a qualitative research method, was used. This systematic review showed correlational model, which is a quantitative research method, and was often employed in the literature. The correlational studies mostly focused on the relationships between organisational trust and the concepts of organisational commitment, organisational justice, organisational citizenship and school culture. Organisational trust was reported to be above moderate level based on the perceptions of the sample. Organisational trust in schools were examined mostly in the dimensions of trust in administrator, trust in colleagues, trust in student and parents, trust in staff, communicative environment and openness to innovation. In the studies, researchers were suggested to conduct further studies with different school types and samples and use qualitative research methods. As for practitioners, administrators were suggested to exhibit fair behaviours, determine and eliminate the elements that reduce trust in school, and implement open-door policies in communication. Since trust among individuals is embedded and implicit in the structure of interpersonal or organisational relationships, qualitative and longitudinal studies can be conducted to examine the concept of organisational trust in detail in the future. © Springer International Publishing AG, part of Springer Nature 2019.
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    Teacher candidates' critical thinking tendencies research in Turkey: A content analysis
    (Horizon Research Publishing, 2018) Cansoy, R.; Parlar, H.; Polatcan, M.
    In this study, empirical studies related to the tendency think critically of teacher candidates in Turkey were examined. These studies were evaluated systematically by means of thematic content analysis. In research the WEB OF SCIENCES, ERIC, SCOPUS, EBSCO and ULAKBIM databases were scanned for the years 2012-2017, and 45 academic articles were examined. It was found out that studies are concentrated in the screening and relational model and work in a limited number of experimental models. Furthermore, it was observed that the relationships between individual variables and the tendencies of critical thinking were positive and significant. Some findings reached the conclusion that experimental intervention programs are effective. Teacher candidates' critical thinking tendencies were generally low. In addition to the studies, common findings on whether socio-demographic variables make a difference were rarely encountered. © 2018 by authors, all rights reserved.