Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey

The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers’ Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme, primary education, special education programme, programme in education of students with mental impairment, programme in education of students with hearing impairment, programme in education of students with visual impairment, music education and art education. Findings showed that there were significant relationships between teacher self-efficacy and burnout. Also, significant differences were found between genders and branches in terms of burnout and teacher self-efficacy. Indices of structural equation modelling indicated that domains of burnout were strongly predicted by self-efficacy. Findings highlight the importance of self-efficacy beliefs in special education staff’s level of emotional involvement, sense of accomplishment and engagement.     

Emotional labor and burnout among Turkish primary school teachers

Emotions play a critical role in teaching, especially in primary schools. Teachers have to manage their feelings in order to sustain a positive classroom climate. Managing feelings as a requirement of work is called emotional labor, which is a relatively new area of research in teaching. The main aim of this research was to investigate the type of emotional labor strategies Turkish primary school teachers often use and whether emotional labor is a predictor of burnout for primary teachers in a Turkish context. Also, the authors explore if there is a significant variation in emotional labor in terms of gender and school type (public/private). A survey was conducted with the participation of 370 primary school teachers from Ankara, Turkey. Results indicated that Turkish primary school teachers mostly engage in genuine emotions in their relationships with students. Female teachers use deep and surface acting strategies more often than males. Also, private school teachers were found to use deep acting strategies and display genuine emotions more often than public school teachers. Finally, it was found that emotional labor is a significant predictor of burnout among Turkish primary school teachers.     

Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition

Research in Science Education - This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade...     

Finding the Hook: Computer Science Education in Elementary Contexts

The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum)     

COBRA framework to evaluate e-government services: A citizen-centric perspective

E-government services involve many stakeholders who have different objectives that can have an impact on success. Among these stakeholders, citizens are the primary stakeholders of government activities. Accordingly, their satisfaction plays an important role in e-government success. Although several models have been proposed to assess the success of e-government services through measuring users' satisfaction levels, they fail to provide a comprehensive evaluation model. This study provides an insight and critical analysis of the extant literature to identify the most critical factors and their manifested variables for user satisfaction in the provision of e-government services. The various manifested variables are then grouped into a new quantitative analysis framework consisting of four main constructs: cost; benefit; risk and opportunity (COBRA) by analogy to the well-known SWOT qualitative analysis framework. The COBRA measurement scale is developed, tested, refined and validated on a sample group of e-government service users in Turkey. A structured equation model is used to establish relationships among the identified constructs, associated variables and users' satisfaction. The results confirm that COBRA framework is a useful approach for evaluating the success of e-government services from citizens' perspective and it can be generalised to other perspectives and measurement contexts.     

Dynamics of GeoGebra ecosystem in mathematics education

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...     

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Education and Information Technologies - Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the...