Theses supervised by Dr. Öğr. Üyesi Senem Zaimoğlu
27 theses · Çağ University
A mixed approach towards efl teachers' teaching anxiety
This study aims to search in-service, non-native and high school EFL teachers' teaching anxiety. In addition, this study also aims to investigate whether demographic variables such as gender, experience, the school type that they are working, and the department type that graduated from have an impact on their teaching anxiety or not. Finally, this study aims to unearth teaching anxiety sources of EFL teachers. Two phased questionnaire was administered on EFL teachers who work in Diyarbakır, Yenişehir. In this study, Foreign Language Teaching Anxiety Scale (FLTAS) produced by İpek (2006) was administered as data collection. This study was administered in Diyarbakır, Yenişehir in 2019-2020 education year. Data obtained by 151 participants was analysed by using The Statistical Package for Social Sciences software program (SPSS). Descriptive statics were administered to determine the teaching anxiety level of the teachers. Independent samples t-test was employed to detect the effect of gender, experience, the school types that they are working, department that they graduated on their teaching anxiety. Results showed that EFL teachers experience teaching anxiety moderately. According to results, while gender does not have any effect on their teaching anxiety, experience, school type that they are working, and department that they graduated from have an impact on their teaching anxiety. To gather qualitative data, structured interview questions were conducted on 20 participants. After conducting interview questions, six sources came out that affect their teaching anxiety. These sources are using native language, teaching a particular language skill, making mistakes, teaching students at a particular level, learners' attitudes, and misuse of the technology.
An investigation of Turkish foreign language teachers' perception of professional identity
This research has been conducted to find out Turkish EFL teachers' perceptions of teacher professional identity (TPI) in relation to their commitment to 'student needs', 'school issues', and 'personal growth and development.' This research also attempts to explore whether there is a significant difference in terms of Turkish EFL teachers' perception of TPI according to gender, age, type of school they work, undergraduate programs, and years of experience. Finally, research aims to find out whether there is a meaningful relationship between teachers' perception of overall TPI and sub-domains of TPI. The data in the research were gathered from 200 Turkish EFL teachers working in primary, secondary, and high school in the city of Adıyaman. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. Descriptive, inferential, and correlational statistics were used to analyze the relevant data. The results of the study have unearthed that Turkish EFL teachers have a very strong professional identity and they are committed to personal growth and development, student needs, and school issues, respectively. Moreover, it has been found that female teachers have a stronger identity and are more committed. Significant differences have been established that age and years of experience also affect teachers' perception of professional identity and their level of commitment. Finally, the correlational analysis has displayed there is significant and strong positive correlation between teachers' perceptions of overall TPI and sub-domains of TPI (commitment to student needs, schools issues, and personal growth and development). Key Words: Teacher identity, professional identity, teacher commitment, types of commitment
Teacher wellbeing as the determiner of teacher-student interaction in efl context
The aim of this study is to ascertain how the wellbeing of EFL teachers has influenced teacher-student interaction at Kapadokya University. On this basis, three data collection tools were used. After collecting teachers' demographic information (their gender, length of experience and undergraduate programmes), a teacher wellbeing questionnaire (TWBS) which was developed by Collie, Shapka, Perry, and Martin (2015), Verbal Immediacy Observation Framework (VIF) adapted from Gorham's Verbal Immediacy Items (1988), and interviews with the teachers were used as the instruments to collect data from the participants. The TWBS was applied to 15 instructors of English in foreign languages department of the university. Thereafter, to conduct the classroom observations and interviews, six teachers who scored the highest and lowest were selected. VIF was used over a period of four weeks for classroom observations in order to record the verbal immediacy behaviour data between teacher and the learners. The observed verbal immediacy themes were sharing personal examples and experiences, asking questions, use of humour, praising and criticising students' actions. Interviews were implemented to gather supportive data about verbal immediacy themes as the final step of data collection. The data collected from the Teacher Wellbeing Scale (TWBS) and demographic information of 15 participant teachers were analysed by using SPSS while the recorded data from the interviews and classroom observations were analysed by using Braun and Clarke's (2006) thematic analysis. The findings of this study revealed that the majority of the participants felt positive about their relations at home, the confidence in their knowledge of subject-matter, their ability to control what or how they teach and relations with students in the class, their commute to school and teachers' responsibility for student success. On the other hand, a larger number of respondents scored the lowest to the items which were related to the standardised testing, using the Oxford Online Placement Test (OOPT), students' use of cell phone during the lessons and the adequacy of rest periods during the day. The findings of the study also demonstrated that there was a significant difference between the level of teacher wellbeing and undergraduate programmes, that is, the level of teacher wellbeing has been influenced by the participants' departments at university. The results of the qualitative data showed that the participants with higher wellbeing shared more personal examples and experiences, asked more and diversified questions, and used less criticism in their classes. In comparison, the participants with lower wellbeing level criticised their students more. Besides, the sample incidences related to sharing personal examples and experiences were quite limited, and the number of the questions they asked in their classes were fewer. The discussions regarding the findings of the study were made within the scope of related studies in the literature.
The relationship between mindfulness and foreign language anxiety at a University context
Language learning has become a must in today's world due to various reasons. Thus, foreign language learning has become one of the most widely studied topics in social sciences. When considered about foreign language learning, one of the most frequently studied term is foreign language anxiety (FLA). As it is seen as an inhibitor to language learning process, researchers aim to find alternative solutions in order to reduce the harmful effect of FLA. Recently, a term called mindfulness has started to be studied in educational contexts in addition to medical and psychological contexts. Most of the studies revealed that mindfulness help individuals manage anxiety and stress effectively. In accordance with a similar purpose, mindfulness and foreign language anxiety were investigated together in this study. The purpose of this study is to investigate the relationship between mindfulness and foreign language anxiety with 157 students at a state university in central Anatolia. The data was collected by means of Mindful Attention Awareness Scale (MAAS), Foreign Language Classroom Anxiety Scale (FLCAS) and semi-structured interviews. During the analysis, descriptive statistics, independent two samples t-tests, one-way ANOVA and Pearson correlation were utilized in order to analyse the quantitative data while content analysis was made to comprehend participants' responses to the interview questions. As a result of descriptive statistics, the participants were found to have a moderate level of FLA and mindfulness. Qualitative findings also demonstrated that the participants were moderately anxious. However, the level of mindfulness was found higher according to qualitative findings. As for the relationship between mindfulness and FLA, mindfulness was observed to affect the level of FLA among university students.
The relationship between self-regulation strategies and academic achievement at a university context
This research was conducted to find out the relationship between university students' self-regulation strategies and their academic achievement. This research also attempts to explore whether there is a significant difference in students' self-regulation strategies and their academic achievements in terms of gender, high-school background and department. Also, research aims to find out university students' perception of SRFLLS (Self-Regulation Foreign Language Learning Scale. The data in the research were gathered from 274 preparatory school students at Cag University, Mersin. In this mixed method research, Self-Regulation Foreign Language Learning Scale and semi-structured interview questions were used to collect data. Descriptive, inferential, and correlational statistics were used to analyze the relevant data. The results of the study have unearthed that university students' academic achievements differ according to their use of self-regulation strategies. This suggests that the more use of self-regulation strategies the more students become academically successful. Also, it was found that female students use more self-regulation strategies and are more successful in their language learning process. It was also found out that students in Law and Psychology departments are also more academically successful.
A study on post-method pedagogy and reflective teaching at public schools
Post-method pedagogy is now the current issue in English Language Teaching. The methods era has been criticized for having shortcomings of both application and meeting needs of the practitioners while achieving teaching. It is suggested that post-method perspective offers flexibility for teaching English as it enables teachers to consider context-sensitive concerns with the aim of grasping the needs of particular learners' and settings. Hence, it strengthens them to actualize their own theories to the full rather than following the prescribed methods. So, teachers become autonomous decision-makers. At this point, reflecting on themselves by making self-evaluations in regard with the contextual facets, teachers become modifiers of their own teaching and this leads to better utilization of reflective teaching. Therefore, post-method pedagogy and reflective teaching are closely associated with each other. Recent studies in our context showed the need for investigating the two major areas both qualitatively and quantitatively. The aim of this study is the investigate post-method pedagogy views of the 120 EFL teachers working at public schools in Mardin to detect a relation with their demographic profiles and reflective teaching applications. The data is collected by means of Post-Method Questionnaire (PMQ), Reflective Teaching Questionnaire (RPQ), and semi-structured interviews. For the analysis of the quantitative data, descriptive statistics, independent two samples t-test, one-way ANOVA and Pearson correlation was run; while, the interviews were interpreted by content-analysis. As a result of the descriptive statistics, the EFL teachers were found nearly neutral towards post-method pedagogy and no correlation was detected between their perceptions and reflective practices. However, qualitative findings suggested complex and dynamic views and practices. Unlike the quantitative results, the interviewees showed more positive stance towards post-methodology and demonstrated to utilize reflective teaching by considering immediate context and broader issues in the teaching processes.
Teachers' perceptions and practices in integration of information and communication technology with english language teaching: A case study in a Turkish preparatory school
The world, which is constantly developing through technology, reflects all innovations upon education field especially language teaching and shapes 21st century's learner profile. EFL instructors bridge over these two variables as initiators and guides regarding the coherence between language acquisition and Information and Communication Technology (ICT) as a dynamic tool. To create a modern teaching environment, language instructors need to acquire awareness about their own perceptions in order to make use of ICT aids and networks, and these perceptions lead them to appropriate practices for their own contexts. The main aims of this case study are to gain insight language teachers' perceptions about integration of ICT into English language lessons and to find out their practices. Within the scope of this research, this case study involves 15 EFL instructors by using purposive sampling. The transitioning to online education because of the pandemic (Covid-19) enabled all participants utilise and experience ICT materials and settings. The data were gathered through a semi-structured interview and pre and post questionnaires based on ICT training process. All procedure was introduced to participants through online meetings in advance and then, training sessions were conducted after the pre-questionnaire. After the training and instructors' practices in their online classrooms, post questionnaire and the semi-structured interview were implemented. Moreover, the qualitative data of the interviews were analysed through content analysis in parallel with the questionnaires' outcomes. The quantitative data were analysed via non-parametric tests of Statistical Package of Social Sciences (SPSS) and compared with each other in order to obtain differences. The results were concluded holistically considering ICT trainings, pre and post questionnaires and the interviews in a post method point of view.
The differences in the perceptions of online language instruction: Turkish and American undergraduate students
2020 of March will never be remembered as a normal spring month as it used to be but with the start of the Covid 19 pandemic. Every human being's contact had to be restricted because our life was at stake. Although many precautions have been taken by governments all over the world, unfortunately, the rapid spread of the virus could not be stopped. Thus, the education system had to make a fast and unprepared, for most of the cases, the transition from face-to-face to online instruction to slow down the spread. This study focuses on the ambiguous effect on students` perception towards complete online language instruction during the pandemic in 2020-2021with participation of American and Turkish students. The research was conducted, as it is the requirement of the pandemic, with online surveys and interviews. The data gathered from the study were analyzed using SPSS software to see any positive or negative relations among variables by looking at the means, frequencies, and consecutive data like interview notes and so on.
The needs of secondary school EFL teachers for an in-service teacher training program
This study was carried out to determine EFL teachers' needs for INSET programs. Specifically, this study intends to find out secondary school EFL teachers' needs for INSET programs concerning aspects of adaptation of teaching methods, emphasis on language skills, technology utilization, classroom environment, instructional practices and material development. Finally, the study aims to inquire whether there is a significant difference in secondary school EFL teachers' needs for INSET programs in respect of gender, working at state or private secondary school, age, years of experience and education level. The data in the present study were collected from 129 EFL teachers working in secondary schools in Diyarbakır. Both qualitative and quantitative research methodologies were used in the study. In this mixed research design, the data was collected through the English Teachers' Need Assessment Questionnaire and semi-structured interview. The collected quantitative data were analyzed using descriptive analysis and was supported by qualitative analysis of the semi-structured interviews through pattern coding.
Teachers' perceptions and practices of cultural content in elt classrooms
In the developing world, international interaction has increased with the effects of globalization. In this environment where different cultures are fused, in addition to foreign language teaching, the idea of teaching cultures has also gained importance. The purpose of the study was to investigate teachers' perceptions towards cultural content integrated into the foreign language learning process. For this purpose, an online survey was applied to a total of 120 teachers from four universities in Turkey. This survey was applied to understand teachers' perceptions about objectives of culture teaching, language teaching and frequency of culture teaching activities practiced in English classes. Questionnaires and semi-structured interviews are used to collect data. Descriptive statistics were used to analyze the quantitative data, while content-analysis was used to interpret the interviews. The semi-structured interview was conducted to better understand the relationship between teachers' perceptions and practices. According to the descriptive statistics results, it was seen that while teachers give importance to linguistic competence, they also have a high level of cultural awareness and do culture teaching activities. Also, interview showed that the instructors have positive perception for culture teaching. The instructors perceive the primary objectives of teaching culture as presenting information on the target culture's everyday lives and routines, as well as developing attitudes of openness and tolerance toward other communities and cultures.The most common activities performed in the classrooms are discussing and exhibiting fascinating and engaging features of target language, as well as communicating about their own experiences or familiar topics.
EFL students' perceptions of self-regulated language learning through information and communication technologies in a university context
This study was conducted to scrutinize learners' self-regulated language learning (SRLL) with Information and Communication Technologies (ICT). This mixed-method research also aims to investigate participants' perceptions of SRLL by means of ICT. Additionally, their SRLL through ICT devices were examined depending on their age, gender, high school background, and department. In this research, data was gathered from 133 participants in the Foreign Languages High school at Erciyes University in Kayseri. The quantitative data was gathered through ICT use for the SRLL scale. In order to conduct the quantitative data descriptive analysis, inferential statistics and correlational statistics were used. Additionally, qualitative data was gathered through an interview which consists of five semi-structured questions. The data analysis from both the questionnaire and the interview data indicated that Turkish EFL learners have moderate and positive perceptions of SRLL by means of ICT. Additionally, there was no statistically significant difference between participants' gender and age and their ICT use for SRLL. On the other hand, there was a significant difference between participants' ICT use for goal commitment self-regulation and their high school background and their department. Finally, correlational results indicated that all of the sub-scales have relationships between each of them.
EFL instructors' perceptions and practices towards intercultural communicative competence in a university context
This study investigated Turkish EFL instructors' perceptions and practices of intercultural communicative competence in English language classes. Their cross-cultural experiences and perceptions of intercultural communicative competence (ICC) were examined according to age, gender, undergraduate degree, institutions, and last academic degree. The population of this study, which was conducted in the mixed-methods research model, was composed of 129 EFL instructors working in both state and private universities in Turkey. The data were gathered through a questionnaire and a semi-structured interview. The data analysis from both the questionnaire and the interview indicated that Turkish EFL instructors have moderate and positive perceptions of ICC. In addition, there was statistically significant differences between educators' gender and age and their attitude towards ICC perceptions. However, there was not statistically significant differences in participants' ICC levels with regard to undergraduate degree, institutions, and last academic degree. As gender and age seem to be effective variables in terms of EFL instructors' perceptions and practices of ICC, these results may not be surprising due to participants' demographic backgrounds.
Students' perceptions towards NESTs and NNESTs teachers in online education
There are many reasons why the English language is taught as a foreign language in many countries around the world. The most important reason is that English is considered an essential language for access to scientific, economic, political, and military developments. For this reason, English education is included in the curriculum from primary school to university level in many countries around the world. There are many approaches and techniques to language learning; these approaches are not limited to face-to-face education but also online education provides opportunities for language learners. Thus, English education is not restricted to classroom instruction; it can be taught using a variety of ways and methodologies in an online context, owing to technological advancement. It is vital to note that the role of teachers is not limited to in-class education, but is also significant in online education. For this reason, teachers have a tremendous effect on their students' capacity for learning English in an online setting as well. In the majority of the globe, non-native English speaker teachers (NNESTs) teach English, whilst native English speaker teachers (NESTs) teach English in other areas of the world. The goal of this study is to gain a better understanding of students' perceptions of NESTs and NNESTs in online education. A survey and content analysis were carried out in order to achieve this goal. The survey data was analyzed using the SPSS software program, and the content analysis results were further classified into categories, codes, and themes. At the end of the research, it was determined that students favored both NESTs and NNESTs for their different language learning needs and backgrounds. Keywords: Native English Speaking Teachers (NESTs), Non-native English Speaking Teachers (NNESTs), Online Education.
Investigating students' perceptions of learner autonomy in distance education at a university context
This study was conducted to explore university students' perceptions of learner autonomy in distance education. The study also investigates the effects of students' demographic features on their perceptions and the students' suggestions for fostering learner autonomy in distance education. In this regard, the study was conducted with 120 preparatory school students of a private university in Mersin, Turkey. Both qualitative and quantitative research methodologies were used in the study. In this mixed research design, the data was collected through Learner Autonomy in Distance Education (LADE) Questionnaire and semi-structured interview. The collected quantitative data were analysed using SPSS software and supported by qualitative analysis of the semi-structured interviews through pattern coding.
Exploring Turkish parents' involvement in language education at an early age
The first five years of a child's life are very important in terms of social and language development. Therefore, foreign language learning at an early age has become widespread in many countries around the world, including our country. While English education starts in the second grade in public schools in our country, it starts in kindergartens in private schools. However, the environment is as important as starting language education at an early age. Parents are the first to create this environment. The purpose of this study is to investigate the extent to which parents participate in their children's language education. The study was carried out in 3 schools in Tarsus. The questionnaire was applied to the parents of preschool and primary school 1-2. grade students on a voluntary basis. The data obtained were analyzed with the SPSS program and it was concluded in a concrete way whether the demographic characteristics of the parents had an effect on their participation in English education. Afterwards, interviews were conducted with the parents. These interviews were recorded after a short briefing. The themes that emerged from the interview transcript were analyzed and read one by one and codes were extracted from them. Re-read and citations extracted, categorized and commented on to support the themes.
Preparatory school students' perceptions of the social-emotional foreign language learning in a university context
With the 21st century, the understanding of education is being reshaped, and it is aimed to provide students with 21st century skills. In this direction, Social and Emotional Learning (SEL) has appeared in education world as a necessity of the 21st century education understanding. However, at this point, it is seen that the inclusion of SEL in education at the university level has not received remarkable attention. To this end, this study was conducted to explore preparatory school students' perceptions of the Social-Emotional Foreign Language Learning (SEFLL). In addition, in this mixed methods study, the factors underlying the perceptions of students as well as their SEFLL perceptions and competences were investigated. In the quantitative part of the study, data were collected by using Social-Emotional Foreign Language Learning Scale (SEFLLS) developed by Zaimoğlu (2018) and in the qualitative part by means of semi-structured interview questions. In this study, data were obtained from 222 English preparatory students studying at the School of Foreign Languages of a state university in Turkey. According to the results of the study, it was revealed that the students had high level of SEL perception and Social Emotional Competence (SEC), but they did not have in-depth knowledge about SEL. However, it is clear that preparatory school students need support from their teachers and social environments in the first years of their university life. In conclusion, the findings of this study will shed light on the inclusion of SEL in university-level language education programs and its integration into courses. Key words: Social and Emotional Learning (SEL), Social and Emotional Competence (SEC), Social-Emotional Foreign Language Learning (SEFLL), Social-emotional Foreign Language Learning Scale (SEFLLS), English preparatory students.
Investigating the relationship between Turkish EFL teachers' subjective well-being and their occupational resilience in university contexts
This research aims to identify the problems that Turkish EFL teachers' have by focusing on the subjects such as well-being of the teachers as well as their occupational will power to overcome challenges, they encounter in an educational manner. The study addresses to these issues by working around criteria based on their gender teaching experience and the kind of institution in which they are employed. Lastly the research aims to find a correlation between teachers' well-being and resilience. 120 teachers working at the five different language schools in Turkey were picked to participate in this research. Two different data collections tools employed which were the "Teacher Subjective Wellbeing Questionnaire (TSWQ)" and "Occupational Resilience Beliefs Scale for Teacher Candidates (ORBSTC)" alongside the information gathered from these two questionnaires demographic data on the participants was also included. The statistical tool known as SPSS was used to do the analysis on the data. Frequency, arithmetic mean, and standard deviation values were analyzed, and the independent samples t-test and one-way analysis of variance (ANOVA) were used to examine the data. In addition, Pearson-Moment Product Correlation and multiple regression analyses were undertaken. Through the research that is carried out it was proven that there was a strong, positive and statistically significant correlation between teachers' wellbeing and the occupational resilience.
Akademik hedef güdülerinin dil kullanma stratejilerine etkisi
Goals drive individuals to perform better by providing them with focus and direction. For this reason, it is essential to emphasize learners' academic goals and their goal sources in the EFL context. The primary aim of this mixed study is to determine EFL students' academic goal motives and examine them in terms of the demographic variables, gender, and the university type they study. This study also investigates the impact of EFL learners' academic goal motives on their use of language learning strategies. The data were collected through Personal Information Form, Oxford's (1990) Strategy Inventory for Language Learning, Academic Goal Motives Scale (Pasban & Narafsan, 2020) and a semi-structured interview. A total of 253 (155 females, 98 males) students studying at preparatory schools in Bitlis, Denizli, İstanbul, and Samsun participated in the study. In the quantitative section, the data were analyzed using the Independent Sample t-test, MANOVA, Pearson Correlation, and Regression. In order to analyze the qualitative data, content analysis was used. The quantitative results showed that academic goal motives of EFL learners are mastery, future achievement, self-made duty, and family-oriented. The qualitative results supported these findings and revealed that self-presentation is also an important goal motive for EFL learners. In addition to this, MANOVA results showed that there are significant differences between some subdomains of academic goal motives based on gender. While peer-oriented and fake goodness academic goal motives of males are significantly higher than females, males' future achievement and self-made duty motives are significantly lower than females. According to the findings, there is no relationship between academic goal motives and the university type students study. Finally, it was concluded that EFL learners' academic goal motives have an impact on their frequent and diverse use of language learning strategies. Keywords: goals, academic goal motives, language learning strategies
The relationship between teachers' stress levels and social-emotional competence levels in EFL context
This study aimed to examine the teachers' stress levels, social-emotional competence levels, and relationships. The participants of this study were 135 English Language Teachers who work in state or private schools in Mersin. The presented data was acquired from the "Teacher Stress Inventory" and "The Social-Emotional Competence Teacher Rating Scale". Besides the instruments, the demographic characteristics of the participants were gathered to analyse their effects on their stress levels and SEC levels. As the data was collected, it was analysed by using SPSS. The finding indicated that teachers' stress levels ranged between "Mild to Moderate" while SEC levels revealed that it was between "Moderate to High". Following that, the correlation analysis revealed that there was no significant relationship between teachers' overall stress levels and SEC levels; however, regarding the sub-factors, there were several significant relationships. Consequently, for the benefit of both teachers and their students, it is crucial to continue exploring personality characteristics that may reduce stress and increase SEC levels of teachers. The study's conclusions are meant to draw attention to and reevaluate working conditions while also highlighting the value of SEC and SEL.
Investigating the relationship between students' willingness to communicate and self-efficacy levels in an EFL context
The present quantitative study aims to examine how university preparatory school students' willingness to communicate in English levels in the classroom and their perceptions of self-efficacy for English are related within Turkish context. It also focused on different participant characteristics such as gender, university department, university type, years of studying English, taking English courses, and experience abroad. It was conducted with 252 students studying at one foundation and one state university. Data were collected and analyzed using the scales Willingness to Communicate in English and Self-Efficacy for English. The results were achieved through descriptive statistics, independent sample t-tests, one-way ANOVA, and Pearson correlation analysis. The findings revealed a positive correlation between participants' willingness to communicate in English within the classroom and self-efficacy perception of English. Furthermore, participants' willingness to communicate and self-efficacy views for their reading and listening skills were found to be stronger than their writing and speaking skills.
Investigating the relationship between job crafting and work engagement levels of English language teachers
Job crafting refers to the deliberate and proactive adjustment of one's own job responsibilities in order to enhance job satisfaction, personal development, and positive interpersonal connections in the workplace. Work engagement is the persistent commitment, excitement, and active participation of an employee in their profession. Job crafting has been consistently associated with favorable outcomes such as increased job satisfaction, enhanced productivity, and heightened work engagement. The objective of this thesis is to thoroughly investigate the correlation between job crafting and work engagement levels among English teachers in the Çukurova region in Türkiye. The study involved a total of 132 English teachers and employed a mixed research methodology that integrated qualitative and quantitative approaches. At the beginning, the study conducted surveys to gather demographic information, the Job Skills scale (Tims et al., 2012), and the Utrecht Work Engagement Scale (UWES) (Schaufeli et al., 2002). Subsequently, the researcher administered a semi-structured interview comprising of seven questions to a group of 10 teachers. The study's findings indicated that the individuals exhibited higher levels of job crafting behaviors and work engagement. The study revealed stronger correlations between job crafting and demographic characteristics, whereas weaker correlations were observed between the work engagement scale and other variables. Nevertheless, a strong correlation was found between job crafting and dedication. The qualitative results of the study provided additional support for these findings, indicating that teachers demonstrate a continuous drive to enhance their job crafting behavior and exhibit a strong level of engagement to their work.
Investigating the relationship between job crafting and job satisfaction among language teachers in private K-8 schools in southern Turkey
This study aims to explore the relationship between job crafting and job satisfaction in K8 private schools among English language teachers in southern Turkey. A total of 114 ELT teachers participated in the study, which utilized a mixed-method research design that incorporated both quantitative and qualitative approaches. At first, surveys were used to gather demographic information, utilizing the Job Crafting Scale by Tims and Bakker (2012), and the Teacher Job Satisfaction Questionnaire by Lester (1997). After the survey, a series of semi-structured interviews were carried out with a selected group of 10 teachers. The purpose was to further explore their experiences and gain more insightful information. The study with the results obtained from quantitative data found that teachers who engaged in more job-crafting behaviours reported higher levels of job satisfaction regardless of demographic factors, including age, gender, type of school, employment type, and work experience. Furthermore, the results were reinforced by qualitative data, which underlined that teachers who were able to adapt their duties and worked in flexible environments noted higher levels of job satisfaction. However, successful job crafting was limited by obstacles such as centralized decision-making processes and standardized lesson plans, especially in chain private schools. Overall, the study highlights the significance of creating a supportive environment that encourages job crafting in order to boost job satisfaction among ELT teachers. It is suggested that school administrators should actively engage teachers in decision-making processes and customize professional development programs to address their requirements. Implementing these strategic actions can ultimately result in increased teacher satisfaction and improved educational outcomes for students.
The perception of EFL teachers' metaverse integration : A case study in English language teaching
To create a modern teaching environment, language instructors need to acquire awareness about their own perceptions in order to make use of Metaverse and its equipment, and these perceptions lead them to appropriate practices for their own contexts. It is crucial to equip language teachers with the necessary practical skills and support systems for effectively integrating Metaverse technology into their teaching practices.On the contrary, problems in technology infrastructure, insufficient training, and unequal access represent the converse aspect. To address these challenges and maximise the potential of the new technology in education, the study underscores specialised professional programs and policy alterations. Therefore, this study examines the viewpoints and actions of EFL instructors in Turkey working in private high schools concerning the integration of metaverse technology by employing comprehensive research methodology methods.
An exploration of principals' leadership characteristics and teacher self-efficacy through the lens of ELT teachers
This study aims to explore the effect of school principals' leadership characteristics on English teachers' self-efficacy levels. The research was conducted with a total of 168 English teachers working in various primary, secondary and high schools in Mersin, Türkiye. Data were collected through Rating of Principal Characteristics (RPC) (Walker, 2011) and Teachers' Sense of Efficacy (TSES) (Tschannen-Moran & Hoy, 2001) scales. The findings indicated that principals who exhibit strong leadership qualities can positively influence teachers' confidence in their instructional abilities. Moreover, regression analysis demonstrated that leadership perceptions significantly predict self-efficacy levels. The results show the important role of school principals in supporting and enhancing teachers'' professional competence. Despite these contributions, the study is limited by its geographic scope as it focuses solely on ELT teachers in Mersin. This may affect the generalizability of the findings. Future research could investigate these relationships in different educational and cultural contexts. The study's implications suggest that school principals should adopt leadership practices that prioritize teacher support, collaboration and professional development as these factors play a key role in enhancing both teacher efficacy and overall educational quality.