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• MakaleAçık Erişim2025Scopus SJRQ4/r/munzur/2284
  A research on effect of certificate trainings on pre-service teachers' awareness of psychological resilience

  Çankaya, Ibrahim; Balikçi, Servet; Bek, Hafiz

  The aim of this research is to determine whether certification training has a significant effect on pre-service teachers' awareness. In the research, the awareness level of pre-service teachers who participated in psychological resilience training was compared. The research is a one-group pre-test post-test quasi-experimental research design. The research group consisted of 25 pre-service teachers who participated in the psychological resilience trainings organized by Uşak University Lifelong Learning Center in the spring semester of the 2024-2025 academic year. The research group received resilience awareness training consisting of two sessions and lasting 1.5 weeks. Data were collected using the brief psychological resilience scale developed by Doğan. It was determined that there was a significant difference (p < .05) between the psychological resilience awareness levels of the students before and after the certificate training. In the 21st century, certificate trainings will be provided in addition to the university diploma in order to provide the skills that institutions and the business world care about. Certificates will be among the primary reasons for teacher selection.

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• MakaleYalnız künye2024/r/munzur/4858
  IS SCHOOL AUTONOMY EFFECTIVE FOR SUSTAINABLE ACADEMIC ACHIEVEMENT? PISA EXAM SAMPLE

  Çankaya, Ibrahim; Balikçi, Servet

  This study compares whether there is a significant difference between the PISA averages of countries with strong school autonomy and countries with weak school autonomy. The study is a mixed research method study. The study group was selected from OECD countries with strong and weak school autonomy using a counter-sampling technique. The five OECD countries with the strongest school autonomy are Finland, Netherlands, Czech Republic, UK and Estonia. The five OECD countries with the weakest school autonomy are France, Spain, Greece, Turkey and Mexico. In all PISA exams between 2006 and 2022, there is a significant difference (p<.05) between countries with strong school autonomy and countries with weak school autonomy in the mean scores of math, science and reading. In countries with strong school autonomy, the levels of school self-determination and parental involvement in lifelong learning activities are higher than the OECD average. Countries with weak school autonomy, this rates are below the OECD average. In countries with strong school autonomy, teacher-administration collaboration, teamwork in school, student monitoring, and teacher participation in professional development activities are mandated by school management or required by law.

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