This page has only limited features, please log in for full access.
Technological developments that have taken place in the 21st century have also affected higher education institutions. These changes have created an obligation to respond to the effects and needs of globalization. In response to these developments, the emphasis on lifelong learning and individuals who “learn how to learn” in higher education institutions has become more and more important in order to educate individuals to fulfill the needs of the century. In general, studies on topics such as the development of lifelong learning in higher education and the role of leaders are limited in Turkey. Regarding this point of view, the current study aims at examining the perceptions of sustainability leaders studying in the higher education sector in Turkey in terms of the lifelong learning provided, the strategies applied, the difficulties faced, the experiences shared, and the sustainability practiced. Therefore, the study uses a descriptive phenomenological pattern under a qualitative research method. The study group was established with maximum diversity, using a purposeful sampling technique. The study group consisted of 10 middle-level managers working at the universities in the Marmara region. The topic was discussed with the study group members in depth. In this study, the data were collected with a semi-structured interview form created by the researchers. In the analysis of data, a content analysis method was used. As a result of the research, it was found out about those observed that administrators in higher education institutions define lifelong learning in a similar way to the definitions in the literature. In addition, the strategies of administrators for lifelong learning, their views concerning their experiences, and their views on the difficulties they encountered are revealed in the research. In the last part, practical recommendations suggestions are made using with regard to the results of the research.
Gülşah Taşçı; Osman Titrek. Evaluation of Lifelong Learning Centers in Higher Education: A Sustainable Leadership Perspective. Sustainability 2019, 12, 22 .
AMA StyleGülşah Taşçı, Osman Titrek. Evaluation of Lifelong Learning Centers in Higher Education: A Sustainable Leadership Perspective. Sustainability. 2019; 12 (1):22.
Chicago/Turabian StyleGülşah Taşçı; Osman Titrek. 2019. "Evaluation of Lifelong Learning Centers in Higher Education: A Sustainable Leadership Perspective." Sustainability 12, no. 1: 22.
The purpose of this study is to determine which and how often conflict management strategies are used in case of any conflict situations by school principals attending primary schools. This study aims to identify to what extent the school administrators use the strategies of integration, reconciliation, compromise, domination and avoidance when handling conflicts and whether there are differences based on factors including teacher’s gender, marital status, or whether they assume a role in management, or the rank of their position, their age, educational level and seniority. 300 teachers attending primary and middle schools in Kağıthane, Istanbul were administered the “Conflict Management Styles Survey” as part of the research which was conducted using the descriptive survey model. The results of the study showed that the school principles use the integration strategy the most; there is no significant difference in the opinions of teachers based on factors such as gender, marital status, management experience, or educational status; there is a significant difference in the feedback on integration and reconciliation strategies based on the factor of rank of position held; and there is a significant difference in the feedback from teachers about integration, avoidance and reconciliation strategies both based on the factor of age and factor of seniority. ÖzetBu çalışmanın amacı, ilköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin herhangi bir çatışma durumunda çatışma yönetim stratejilerinden hangilerini ne kadar sıklıkla kullandıklarını, okul yöneticilerinin çatışmaları yönetirken tümleştirme, uzlaşma, ödün verme, hükmetme ve kaçınma stratejilerini ne derece kullandıkları, öğretmenlerin cinsiyet, medeni durum, yöneticilik görevi yapıp yapmadıkları, görev yaptıkları kademe, yaş, eğitim düzeyi, kıdem değişkenlerine göre bir farklılık olup olmadığı belirlenmeye çalışmaktır. Betimsel tarama modeli ile gerçekleştirilen bu araştırmada İstanbul ili Kağıthane ilçesindeki ilkokul ve ortaokullarda görev yapan 300 öğretmene “Çatışma Yönetim Stilleri Anketi” uygulanmıştır. Araştırmanın sonucunda okul müdürlerinin en çok tümleştirme stratejisini kullandıkları, cinsiyet, medeni durum, yöneticilik tecrübesi, eğitim durumu değişkenlerine göre öğretmenler görüşleri arasında anlamlı bir farklılığın olmadığı, görev yapılan kademe değişkenine göre tümleştirme ve uzlaşma stratejilerine ilişkin görüşlerde anlamlı farklılığın olduğu, hem yaş değişkenine hem de kıdem değişkenine göre tümleştirme, kaçınma ve uzlaşma stratejilerine ilişkin öğretmen görüşleri arasında anlamlı farklılığın olduğuna ulaşılmıştır.
Osman Titrek; Muammer Maral; Deniz Barut Kızılkaya. Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri. Journal of Human Sciences 2015, 12, 1734 -1755.
AMA StyleOsman Titrek, Muammer Maral, Deniz Barut Kızılkaya. Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri. Journal of Human Sciences. 2015; 12 (2):1734-1755.
Chicago/Turabian StyleOsman Titrek; Muammer Maral; Deniz Barut Kızılkaya. 2015. "Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri." Journal of Human Sciences 12, no. 2: 1734-1755.
The process of modernization began in Turkey under the reform government of Mustafa Kemal Ataturk (1881–1938). Turkey officially became a secular nation seeking to develop a modern economy with modern science and technology and political democracy. Turkey also has long been, and remains, a deeply religious society. Specifically, the practice of Islam is widespread, which raises the important question: whether the path of modernization in Turkey will look more like the American pattern or the European, where the Europeans are much more philosophically secular than the Americans? One way to look at this question is by examining how people value science vis‐à‐vis other important aspects of society and culture. Hence, our study is a comparative look at Turkish and American opinions about science. The American society, which is certainly a very modern society, is of particular interest in Turkey, given the significant religiosity of the American people, making the American and Turkish societies similar at least on this one significant point. Although we do not have comparable European data at this time, our Turkish–American comparison can be suggestive of whether or not Turkey is likely to follow the American pattern of a highly modernized yet deeply religious society.
Osman Titrek; William W. Cobern. Valuing Science: A Turkish–American comparison. International Journal of Science Education 2010, 33, 401 -421.
AMA StyleOsman Titrek, William W. Cobern. Valuing Science: A Turkish–American comparison. International Journal of Science Education. 2010; 33 (3):401-421.
Chicago/Turabian StyleOsman Titrek; William W. Cobern. 2010. "Valuing Science: A Turkish–American comparison." International Journal of Science Education 33, no. 3: 401-421.