The present study aimed to investigate the relationship between personality traits and job burnout among high school teachers. To this end, 205 high school teachers were randomly selected through multi-stage sampling in Kashan, Iran. The data collection instruments included NEO Five-Factor Inventory–Form S (NEO-FFI-S), Maslach Burnout Inventory (MBI), and Hill Perfectionism Questionnaire. Pearson Correlation and Stepwise Multiple Regression were run in SPSS-22 to analyze the data. The results indicated that job burnout has a direct relationship with neuroticism and an inverse relationship with extroversion, agreeableness, openness, and conscientiousness. In addition, there is a statistically significant relationship between negative perfectionism and job burnout. Also, neuroticism, as the best predictor, as well as conscientiousness, negative perfectionism, and agreeableness could explain 27% of job burnout variance among teachers. Therefore, these traits could predict job burnout and, in turn, be good indices for job satisfaction. However, those with higher negative perfectionism are prone to experience more job burnout because of self-skepticism and self-criticism. Hence, more attention should be paid to the roles of these traits in teachers’ job burnout.
Personality Traits, Idealism, Job Burnout, High School TeachersFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2576
This research attempts to record the views of principals and teachers regarding the principals of schools of the Secondary Education Directorate in Athens, Greece. Furthermore, it investigates how they administrate the educational units in order to highlight the features that distinguish the manager from the leader. Additionally, it underlines the need for teachers’ training on issues in leadership and management, to improve efficacy in the educational unit. The research was conducted via anonymous questionnaire in 121 participants. The conclusions strengthened the inclusion of the management functions in the educational process. They also stressed the lack of principals – leaders and demonstrated the inability of schools to appreciate training courses and to innovate.
Management, Leadership, Educational Management, EffectivenessFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2586
Active learning techniques are directly linked to positive effects on learning, as teachers and learners interact through them. Active techniques also enable learners to process solutions, to develop their critical abilities and to learn by doing. The use of active teaching techniques in Lifelong Learning Centres is considered to be very important, because adult learners experience a different learning environment, they are more independent, they take initiatives and they are responsible for their learning. The purpose of the research is to investigate the use and importance of active teaching techniques in Lifelong Learning Centres. The research was carried out through a qualitative method, using semi-structured interviews with open questions, in a random sample of 9 trainees, 8 trainers and 2 managers of Lifelong Learning Centres. The research showed that the active learning techniques affect the learning process positively. The educators also play an important role in that, since they organize and coordinate the learning process and encourage the learners.
Adult Education, Adult Learners, Trainer/Teacher Of Adult Students, Active Teaching TechniquesFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2593
The rapid and radical developments in the technology, socio-cultural and scientific research have increased the interactions among the languages in recent years. Due to the fact that these developments are originated especially from America and England, English has become a world language. Taking this reality into consideration, the detection of loanwords entering into a language and the importance of the language purification from these words comes to the fore. There is no language which derives words by only benefiting from its own sources in the world. This study is aimed to investigate the signs used in Osmaniye urban life and scrutinize in terms of multilingualism. It is also investigated that words used in signs have different meaning in Turkish language or meaning in the target language. In this study, fieldwork and photography technique are used. The photographs signs in Osmaniye main districts were taken and by using the content analysis, the choice of words are derived from the Turkish language or English, Arabic and Persian. The findings show that there are numerous words deriving from English language into the Turkish language and these words are widely used in the signs by Osmaniye tradesman. Some words are directly derived from English language and some of them can be seen as in the form of made-up words formed by combining Turkish and English languages. In conclusion, it is observed that the Turkish language has been invaded by numerous foreign words and the language itself is in the process of losing a great amount of its vocabulary items. It can also be stated that besides the loanwords from English language, there are also a great deal of made-up words formed by combining Turkish and English words. Therefore, necessary precautions should immediately be taken and TDK (Turkish Language Society) should play a much more effective role in the resolution of the issue. Furthermore, the media should pay more attention to the use of Turkish language and create awareness among the public about the proper use of the Turkish language.
City Life, Osmaniye, Signboards, Words, MultilingualismFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2598
This study aims to find out the occurrences of innovative word formations in Turkish speaking children. The data was collected from 20 children with similar socio-economic background aged between 3 and 6 years through picture elicitation technique. The children were presented with agent and instrument pictures and requested to denominate them. On the basis of data analysis, it was observed that the findings partially correlate with the assumptions put forward by Clark (1981). Moreover, other than conventional lexical innovation strategies, compounding and derivation, the children in the present study made use of three other word formation strategies namely, substitution, made-up words and abbreviation.
Lexical Innovation Strategies, Compounding, Derivation, Substitution, Made-up words, AbbreviationFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2599
This study aimed to investigate the effect of learning stations strategy in developing technology concepts among sixth grade female students, researchers used the experimental approach, which used the conceptual test for measuring the effectiveness of the learning stations strategy developing technology concepts, a random sample of (63) students divided into two groups was used, the experimental group was (33) and the control was (30). Researchers used independent "T- test”, and the result showed that there are differences at the level (? = 0.05) between the average group degrees of control and the average scores of the experimental group in the conceptual test favor for the experimental group. Therefore, researchers recommended to employ learning stations strategy in teaching technology by the teachers and supervisors.
Active learning, Learning stations Strategy - Technology ConceptsFull Text :PDF DOI: 10.6007/IJARPED/v6-i1/2611