Mehmet Karakus
Coventry University, Research Centre for Global Learning, Faculty Member
- Coventry University, Center for Global Learning: Education and Attainment, Department Memberadd
This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this field's leading scholars, scientific origins, and progression through various analyses, including co-citation,... more
This study examines shadow education research in Asia using bibliometric indicators and Scopus data. It uncovers this field's leading scholars, scientific origins, and progression through various analyses, including co-citation, bibliographic coupling, co-authorship, and co-occurrence. Hclassics publications are also reviewed to highlight impactful contributions. Mark Bray was identified as a key figure, and China, Hong Kong, and South Korea emerged as leading contributors, forming collaborative networks. Network analysis reveals thematic clusters aligning with diverse dimensions of shadow education, including economic, sociological, political, linguistic, and psychological aspects. The main themes in the corpus include the tangible benefits of private supplementary tutoring (PT) in achieving high scores during critical educational transitions, the impact of PT on the dynamics of mainstream schooling as demonstrated by the behaviour of some tutees and teachers, and the role of PT in exacerbating educational and social inequalities in Asia. Concerns about corruption in tutoring practices are also noted. This study depicts the multifaceted nature of shadow education, emphasising the importance of considering the soft benefits of PT and enhancing the quality of teaching in mainstream schooling, as well as implementing effective PT regulatory measures.
Research Interests:
As of 2024, almost fifty golden years have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). This study analysed 2,580 publications indexed in the Web of Science Core... more
As of 2024, almost fifty golden years have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). This study analysed 2,580 publications indexed in the Web of Science Core Collection over the past five decades using bibliometric analysis and science mapping visualisation techniques to delineate the burgeoning scholarly discourse on LLSs regarding the leading researchers, countries, institutions, and sources. Author keywords were also analysed to explore the main research topics and h-classics publications were reviewed to understand the key focuses of the most impactful publications in LLS research. The findings reveal that research on LLSs is extremely vibrant despite facing severe competition from the self-regulation front in recent years. The USA, the PRC, England, and Taiwan dominate the production of knowledge in this field, and Rebecca Oxford, Ernesto Macaro, Suzanne Graham and Lawrence Jun Zhang have the highest average citations in their publications about LLSs. Further, System, Modern Language Journal and TESOL Quarterly have been the leading venues of publication for the most impactful outputs. The review of the 55 h-classics gave insight into future directions for LLS research theoretically, methodologically, and/or pedagogically.
Research Interests: Teaching English as a Second Language, Second Language Acquisition, Languages and Linguistics, Bibliometrics, English language, and 9 moreLanguage Learning Strategies, Teaching English As A Foreign Language, Vocabulary Learning Strategies, Literature Review, Metacognitive Learning Strategies, English as a Foreign Language (EFL), Learning Strategies, English As a Second Language (ESL), and Language Learning Strategies and Style
This study aims to offer a review of research on the impact of leadership on shaping teachers' subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the... more
This study aims to offer a review of research on the impact of leadership on shaping teachers' subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the prominent researchers and countries, along with their collaborative networks and the field's scientific foundations. Narrative reviews of the main themes across the entire corpus and h-classics publications provided further insights into the topic. The findings indicate a consistent growth in research activity within this field over the last decade. The foundations of research in this field have been primarily rooted in educational research, psychology, management, environmental health, and health sciences. The literature consistently emphasizes the pivotal role of leadership in influencing teachers' well-being, recognizing effective school leadership as crucial for shaping their professional experiences. Supportive leadership is particularly highlighted for fostering a positive work environment and enhancing teachers' subjective well-being, with various leadership styles influencing overall life and job satisfaction, motivation, and mental health.
Research Interests:
Purpose This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical wellbeing. Design/methodology/approach The quantitative data was collected from 436... more
Purpose
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical wellbeing.
Design/methodology/approach
The quantitative data was collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout, and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical wellbeing, while the surface acting strategy has a detrimental effect on their wellbeing.
Originality
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ emotional intelligence and emotional labor strategies in managing stress, anxiety, burnout (affective wellbeing), and alleviating psychosomatic complaints (physical wellbeing) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical wellbeing.
Design/methodology/approach
The quantitative data was collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout, and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical wellbeing, while the surface acting strategy has a detrimental effect on their wellbeing.
Originality
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ emotional intelligence and emotional labor strategies in managing stress, anxiety, burnout (affective wellbeing), and alleviating psychosomatic complaints (physical wellbeing) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
Research Interests:
Inclusive education is one of the key educational reforms introduced by the Ministry of Education and Science in Kazakhstan (MoES, 2010). Although many studies have explored the attitudes of key stakeholders towards inclusive education in... more
Inclusive education is one of the key educational reforms introduced by the Ministry of Education and Science in Kazakhstan (MoES, 2010). Although many studies have explored the attitudes of key stakeholders towards inclusive education in various educational settings, research has yet to explore the attitudes of key stakeholders towards inclusive education in early childhood education settings in Kazakhstan. This paper examined the attitudes of key stakeholders toward inclusive early childhood education in Kazakhstan. The sample comprised 986 parents, 963 teachers, and 97 senior managers. The surveys are composed of several sections covering themes ranging from attitudes and beliefs to the quality of educational services and the inclusivity culture of the setting.
The teacher and senior manager surveys included an additional section on initial teacher training, continued professional development and assessment. A stepwise regression analysis revealed that a high inclusivity culture of early childhood settings was a potent factor leading to positive attitudes towards inclusion across all key stakeholders. Several teacher-related background variables were associated with teachers’ positive attitudes toward inclusion (e.g., education qualifications, age, previous work experience and class size). This research provided rich insights into key stakeholders’ attitudes and teachers’ and senior managers’ views on pre-and in-service teacher training for early childhood educators. Recommendations are made to inform future policy
development to strengthen inclusive early childhood education for all children.
The teacher and senior manager surveys included an additional section on initial teacher training, continued professional development and assessment. A stepwise regression analysis revealed that a high inclusivity culture of early childhood settings was a potent factor leading to positive attitudes towards inclusion across all key stakeholders. Several teacher-related background variables were associated with teachers’ positive attitudes toward inclusion (e.g., education qualifications, age, previous work experience and class size). This research provided rich insights into key stakeholders’ attitudes and teachers’ and senior managers’ views on pre-and in-service teacher training for early childhood educators. Recommendations are made to inform future policy
development to strengthen inclusive early childhood education for all children.
Research Interests:
Background: Navigating the transition from school to work presents a challenge to many young people, and for autistic youth the challenge can be such that they never make it into employment. A greater understanding of interventions that... more
Background: Navigating the transition from school to work presents a challenge to many young people, and for autistic youth the challenge can be such that they never make it into employment. A greater understanding of interventions that support this important transition is needed. Method: We conducted a scoping review of existing literature focusing on environmental interventions to support transition age youth preparing for employment. We categorized and analyzed the corpus of articles against the 'environmental factors' aspect of the International Classification of Functioning, Disability and Health (ICF) published by the World Health Organization. Results: The five domains of environmental factors including the physical, social, and attitudinal environment in which people live offer an a priori framework to identify interventions that have been used globally to address autistic individuals' needs. We provide an overview of existing practices, specific interventions, strategies, processes, and resources used in schools, further and higher education institutions, and by employers that can account for improved vocational outcomes and/or successful transitions. Conclusions: The employment potential of autistic students can be supported by a wide range of interventions many of which are not costly or difficult to implement. They fall into three broad types: remedial interventions that seek to change the autistic individual and how they [inter]act with their environment, adaptions that promote a more inclusive physical environment, and training and awareness raising interventions for others that promote change and support for autistic individuals in the social environment. We speculate on the insights to identify areas for further research.
Research Interests:
This mixed-methods study is the first to explore the association between fee-charging private supplementary tutoring (PT) participation and access to higher education in Kazakhstan from the perspectives of Grade 11 students during the... more
This mixed-methods study is the first to explore the association between fee-charging private supplementary tutoring (PT) participation and access to higher education in Kazakhstan from the perspectives of Grade 11 students during the COVID-19 pandemic. Guided by Entrich’s (2018) four-dimensional model of educational inequality in PT, the study found that the scale of PT had expanded during the pandemic, with 75.06% (623 out of 830) of participants engaged in PT, mainly to excel in the university entrance examinations and gain a state grant at their preferred university in Kazakhstan. Also, 73.8% of the students spent 40.000 (US$88) or less on PT per month. Although participants’ families prioritised boys for providing PT services, most participants neither agreed nor disagreed that PT was financial pressure on their families, probably because the majority attended group tutoring delivered at tutorial centres, and this mode of tutoring reduced the unit cost and gave them the attention they needed from their tutors. The 30 interviewees had positive attitudes towards PT, but some mentioned a few disadvantages of PT, including the spread of less qualified, costly tutors due to the unregulated PT market in Kazakhstan. This study suggests pedagogical implications and areas for ongoing research.
Research Interests:
Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated... more
Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students' specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students' success in higher education, where good intentions are evidently not enough.
Research Interests:
This study aims to analyse the scientific outputs of Zoltán Dörnyei (1960-2022) using metadata extracted from his 84 publications indexed in the Scopus database. It describes and visually represents his network of collaboration in terms... more
This study aims to analyse the scientific outputs of Zoltán Dörnyei (1960-2022) using metadata extracted from his 84 publications indexed in the Scopus database. It describes and visually represents his network of collaboration in terms of institutions and countries, along with revealing the scope and topical foci of his research by identifying and elaborating on the main themes of his research interests, including (1) individual differences in SLA, (2) research methodology, (3) theology and biblical interpretation, and (4) multilingualism. This study can help language teachers, practitioners, and researchers better understand the abundance and quality of Dörnyei's research outputs throughout his academic career.
Research Interests:
Purpose-This study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context. Design/methodology/approach-The study includes a topographical mapping and a... more
Purpose-This study intends to systematically review empirical evidence on transformational school leadership (TSL) in a centralized educational context.
Design/methodology/approach-The study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process.
Findings-Three key themes emerged: (1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends. Research limitations/implications-First, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness.
Originality/value-Our review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.
Design/methodology/approach-The study includes a topographical mapping and a narrative review of thirty-seven research articles published in Turkey between 2000 and 2021. The review strategy included systematically searching the Turkish Academic Network and Information Center (ULAKBIM) and Scopus. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram guided the review and reporting process.
Findings-Three key themes emerged: (1) perceptions, attitudes and behaviors; (2) psychological resources, learning and innovation and (3) school climate and culture. The results indicated that the research evidence on TSL in the review did not correspond well with the evidence on TSL in non-Western contexts. The authors also discussed the state of research narratively to provide an overview of the topical foci and methodological and conceptual trends. Research limitations/implications-First, although the databases of the study are claimed to be regularly updated locally, these two search databases may inevitably have missed some journal articles relevant to the inclusion criteria. A possible solution is to include more databases like ERIC, PsycArticles, SAGE, ScienceDirect, PsycINFO, Web of Science and ProQuest. Second, the authors decided to limit the exploration of journal articles on transformative leadership to peer-reviewed journal articles. The authors might have missed a wider range of insights available in book chapters, books, research papers, dissertations and gray literature. Third, as there were many levels of research foci, the authors did the coding on research foci and methods. However, the approach may not allow authors to explore the relationships between research foci and method design. One possible solution is to do all coding in one file so that more complex analysis can follow. Finally, the authors agree that TSL is only one leadership style that is related to leadership effectiveness and that effective leadership is multi-faceted and requires a combination of leadership styles. Accordingly, the evidence in the study sheds light on only one dimension of leadership effectiveness.
Originality/value-Our review is part of an effort to demonstrate the importance of a culturally-situated understanding of TSL and to develop a globally validated knowledge base. It identifies and summarizes research in a non-Western school context defined by centrality, lack of autonomy and accountability.
Research Interests:
Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. For our investigation, we test... more
Much debate exists concerning the factorial dimensionality of student well-being. We contribute to this debate by drawing on PISA 2018 data from a total of 61,722 students, 2528 schools, and nine countries. For our investigation, we test multiple associated measurement models for convergent, discriminant, and concurrent validity, model fit, and measurement invariance. For the PISA 2018 sample, we found very little variation in student well-being both between schools and between countries suggesting that variation in student well-being exists predominantly within respective school contexts. In addition, our findings support the notion that student life-satisfaction should be split into separate general and school-based factors in a Bi-Dimensional Life-Satisfaction Model. Moreover, results suggest that PISA 2018 data can be used to successfully measure a Four-Factor Hedonic Model of Student Well-being, tackling both cognitive (general life-satisfaction and satisfaction with school factors) and affective features (positive and negative affect). Finally, we propose a Five-Factor Integrative Model of Student Well-being that supports a broader conceptualization of student well-being that includes life-satisfaction, both positive and negative affect, and eudaemonia. We tested this model and found that it met the requirements for scalar invariance across male and female gender groups. However, for all 36 inter-country tests of measurement invariance, metric invariance was only reached nine times (25%), and scalar invariance was reached once (2.8%). Implications and recommendations for follow up research are provided.
Research Interests: School and student wellbeing, Measurement and Evaluation, Happiness and Well Being, Wellbeing, Programme for International Students Assessment (PISA), and 6 morePISA and TIMSS Result, Health and Wellbeing, Social and Emotional Wellbeing, Psychological Wellbeing, Measurement and evaluation in education, and Student
Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore,... more
Unequal access to language learning resources has been exacerbated by
the global expansion of English private tutoring (EPT). Despite its
popularity, no study has examined the implications of EPT during the
COVID-19 pandemic. Therefore, this mixed-methods study explored the
nature and effectiveness of EPT that first-year Kazakhstani undergraduate
students had experienced over the previous 12 months during the
COVID-19 pandemic. It was informed by Benson’s (2011) model of
language learning beyond the classroom. Data were collected through a
close-ended questionnaire and semi-structured online interviews. The
study found that 318 out of 750 (42.4%) had experienced EPT, and 64%
of respondents had received face-to-face EPT although it was considered
a health risk during the pandemic. All the interviewees perceived EPT
sessions as an encouraging environment for coaching towards the
university entrance examination and expanding their knowledge. They
attributed this mainly to the individual attention they obtained from their
tutors, which was lacking in online classes with their English teachers due
to teachers’ indifferent attitude to students’ questions and the limited
duration of video conferencing sessions. The participants acted
agentively by evaluating the advantages and drawbacks of online EPT.
Pedagogical implications and areas for further research are suggested.
the global expansion of English private tutoring (EPT). Despite its
popularity, no study has examined the implications of EPT during the
COVID-19 pandemic. Therefore, this mixed-methods study explored the
nature and effectiveness of EPT that first-year Kazakhstani undergraduate
students had experienced over the previous 12 months during the
COVID-19 pandemic. It was informed by Benson’s (2011) model of
language learning beyond the classroom. Data were collected through a
close-ended questionnaire and semi-structured online interviews. The
study found that 318 out of 750 (42.4%) had experienced EPT, and 64%
of respondents had received face-to-face EPT although it was considered
a health risk during the pandemic. All the interviewees perceived EPT
sessions as an encouraging environment for coaching towards the
university entrance examination and expanding their knowledge. They
attributed this mainly to the individual attention they obtained from their
tutors, which was lacking in online classes with their English teachers due
to teachers’ indifferent attitude to students’ questions and the limited
duration of video conferencing sessions. The participants acted
agentively by evaluating the advantages and drawbacks of online EPT.
Pedagogical implications and areas for further research are suggested.
Research Interests:
In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this... more
In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman's teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered.
Research Interests:
This mixed-methods study explored the nature, effectiveness, and policy implications of the fee-charging private supplementary tutoring (PT)-including online-that first-year Kazakhstani university students attended over the last 12... more
This mixed-methods study explored the nature, effectiveness, and policy implications of the fee-charging private supplementary tutoring (PT)-including online-that first-year Kazakhstani university students attended over the last 12 months. The data were collected from 952 participants using a close-ended questionnaire followed by semi-structured online interviews with 22 participants. The study found that the PT market expanded during the COVID-19 pandemic, during which 750 out of the 952 participants (81%) received PT. Lack of parental follow-up, limited preparation by schoolteachers on how to deliver online classes during the pandemic, and insufficient support by regular schools for students taking university entrance examinations prompted the participants to seek PT, mainly to obtain state tuition grants for highly selective universities. Despite the health risks of face-to-face PT during the COVID-19 pandemic, several participants did take part in it. The participants exercised their agency by reflecting not only on the drawbacks of online PT but also its advantages, including saving time, energy, and money and being able to revisit the taught material several times, thus, enhancing comprehension. The pedagogical implications of fair access to higher education and regulating PT by introducing codes of practice are presented.
Research Interests:
Major economic, social, and technological changes in the twenty-first century require a transformation in the everyday practices that educational institutions use to train future innovators. Through a case study on five schools within a... more
Major economic, social, and technological changes in the twenty-first century require a transformation in the everyday practices that educational institutions use to train future innovators. Through a case study on five schools within a network of private schools in Istanbul, Turkey, we explore how school principals and teachers nurture an innovation climate in their schools. Using methodological triangulation that combines semi-structured interviews, participant observation, interactive training sessions, and archival data, we identify four leadership practices that shape a climate conducive to innovation in these schools: a) fostering the creativity of the members of school society or community, b) developing a collaborative learning ecosystem, c) encouraging innovative teaching through online collaborative learning spaces and ICT, and d) empowering teachers to generate an adaptable curriculum in a flexible work environment. Findings indicate the significance of building a collaborative ecosystem that enables a separation or departure from the mainstream traditional and test-oriented education system in Turkey, which in turn inspires the creativity of teachers and students in the fabric of daily school life.
Research Interests:
This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students’ ICT-related use and math and science performance. Using ICT Engagement Theory as a theoretical framework and a... more
This study analyzed the latest four PISA surveys, 2009, 2012, 2015, and 2018, to explore the association between students’ ICT-related use and math and science performance. Using ICT Engagement Theory as a theoretical framework and a three-level hierarchical linear modeling approach, while controlling for confounding effects, ICT-related independent variables of interest were added to the models at the student, school, and country levels. The series of models revealed that, in general, an increase in ICT availability and ICT use both inside and outside school had a negative association with learning outcomes, while students’ positive attitude toward ICT demonstrated a strong positive relationship. However, students’ perceived autonomy related to ICT use had the strongest association with academic performance, which is consistent with the changing nature of modern learning environments. Findings revealed that virtually all forms of student ICT use, both inside and outside of school and whether subject related or not, had no substantive positive relationship with student performance in math or science. Conversely, higher student attitude toward, confidence in, belief in the utility of, and autonomous use of ICT was associated with higher math and science
performance for each of the four years of the study. Incidentally, we also found that while country GDP per capita had no consistent association with student performance, a school’s provision of extra-curricula activities did. Recommendations for educational leaders, teachers, and parents are offered.
performance for each of the four years of the study. Incidentally, we also found that while country GDP per capita had no consistent association with student performance, a school’s provision of extra-curricula activities did. Recommendations for educational leaders, teachers, and parents are offered.
Research Interests: Science Education, Mathematics Education, Multilevel Modeling of Educational Data, ICT in Education, ICT in Science Education, and 4 morePISA and TIMSS Result, ICT in Mathematics education, ICT in teaching and learning English language, and Information & Communication Technologies In Education ICT&E
The present study explores the antecedents of first-and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20... more
The present study explores the antecedents of first-and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role that student attributes, student-perceived peer and parental support, school provisions, and school equity-oriented policies have on immigrant student academic achievement. The analysis involved specifying three separate stepwise multi-level regression models for mathematics, science, and reading achievement. Findings suggested that, at the within-school level, perceived parental support and teacher enthusiasm and the adaption of instruction were associated with improved academic performance, while student experience of bullying was associated with more substantive negative academic outcomes. At the betweenschool level, the opportunity to participate in creative extracurricular activities was associated with improved academic performance. In contrast, a higher proportion of 1G students and the overall perceived level of bullying of immigrant students were associated with substantively negative academic outcomes between schools. Tests of moderation effects suggested that parental emotional support appeared to be of particular relevance to 1G students' math and reading outcomes, while enhanced SES status appeared to be specifically relevant to improved science and reading outcomes for 1G students. Implications for policy and practice are discussed.
Research Interests:
This study aims to map the literature on shadow education using metadata extracted from 488 publications indexed in the Web of Science database. It is termed as shadow education because much of its content mimics what is learned in... more
This study aims to map the literature on shadow education using metadata extracted from 488 publications indexed in the Web of Science database. It is termed as shadow education because much of its content mimics what is learned in schools. The study uses bibliometric procedures to describe and visually represent available literature on shadow education in terms of main sources, key authors, institutions, and countries leading the production and dissemination of research on shadow education. Further, the study elaborates on h-classics publications to obtain an in-depth understanding of the most influential scientific outputs in this domain. Key findings of the study are that research on shadow education (a) has experienced steady growth over the last decade; (b) is disseminated through a wide range of outlets, mainly in the disciplines of sociology of education, economics of education, educational psychology, and language education; (c) is published mainly by scholars working in East Asia and the United States; (d) has focused on tangible (quantifiable) benefits related to improved examination results; and (e) reveals how this form of instruction primarily benefits students hailing from high socioeconomic backgrounds, thereby contributing to greater educational inequality. This study also suggests pedagogical implications and areas for ongoing research.
Research Interests:
The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were... more
The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide edu...
Research Interests: Organizational Behavior, Organizational Psychology, Industrial and Organizational Psychology, Educational Research, Teachers' self efficacy levels, and 7 moreStructural Equation Modeling, Wellbeing, Self Efficacy, Educational management and leadership, Science and Mathematics Education, Turnover Intention, and Intention to Leave
This study aims to identify the publications on psychological capital in social sciences and to identify the features of these publications. Firstly, the Social Sciences Citation Index database was searched for all the publications on... more
This study aims to identify the publications on psychological capital in social sciences and to identify the features of these publications. Firstly, the Social Sciences Citation Index database was searched for all the publications on “psychological capital” in social sciences. Web of Science categories were selected for social sciences related disciplines to retrieve the most related papers. The retrieved publications were examined in relation to their citations, citation links, co-occurrences of author keywords, bibliographic coupling of the journals, bibliographic coupling of the countries, bibliographic coupling of the authors, bibliographic coupling of the publications, and bibliographic coupling of the institutions. CitNet Explorer and VOS Viewer software were used to visualize and further analyze the characteristics of those publications. A total of 288 publications were retrieved and examined in “psychological capital" literature between 2003 and 2018. Each year has a d...
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This study aims to retrieve and analyze the publications on ethical leadership in social sciences. SSCI database of WoS was searched between 1987-2017 for this purpose through bibliometric analysis approach. VOS Viewer software was used... more
This study aims to retrieve and analyze the publications on ethical leadership in social sciences. SSCI database of WoS was searched between 1987-2017 for this purpose through bibliometric analysis approach. VOS Viewer software was used to analyze and visualize various features of publications; thereby, co-occurrences of author keywords, bibliographic coupling of the journals, bibliographic coupling of the countries, bibliographic coupling of the authors, bibliographic coupling of the publications, and bibliographic coupling of the institutions were analyzed. The most important country in this field was the USA, the second and the third ones were China and the Netherlands. The most important author in this field was Trevino, L.K. and the most important research team was Trevino, L.K. and Brown, M. The most important publication in this field, Brown & Trevino (2006), was authored by this team. The most important institution was Penn State University in the USA, having been employed t...
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The aim of this research, which is in a descriptive relational scanning model, is to examine the relationship between school managers’ personality traits and their conflict resolution strategies. The questionnaires were administered to... more
The aim of this research, which is in a descriptive relational scanning model, is to examine the relationship between school managers’ personality traits and their conflict resolution strategies. The questionnaires were administered to all the managers working in primary and secondary schools in Elazig downtown in 2008-2009 academic year. Data obtained from 107 questionnaires that were returned back were analyzed. Only school managers were included to studies. As a result of the research it was determined that; managers’ personality traits of conscientiousness, openness and agreeableness positively predict integrating strategy, personality traits of agreeableness and neuroticism positively predict compromising strategy, personality trait of openness negatively predict dominating strategy.
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The aim of this study is to examine the relationship between principals’ ethical leadership behaviors and teachers’ organizational commitment levels according to teachers’ age and gender. The scales were administered to a sample of 403... more
The aim of this study is to examine the relationship between principals’ ethical leadership behaviors and teachers’ organizational commitment levels according to teachers’ age and gender. The scales were administered to a sample of 403 primary school teachers (199 females, 204 males). A multi-group analysis was performed through Maximum Likelihood method by taking the correlation matrices and the means of male and female groups with normal scores for each group. Results showed both male and female teachers’ organizational commitment levels were positively influenced by their school principals’ ethical leadership behaviors. However, the female teachers’ commitment levels are more strongly influenced by ethical leadership behaviors. Also, the older male teachers have more negative perceptions on their principals’ ethical leadership behaviors than their younger counterparts.
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This study aims to map the selected literature on students’ spirituality and well-being to reveal the current and historical research trends in the relevant literature. Bibliographic coupling of the journals, countries, authors, and... more
This study aims to map the selected literature on students’ spirituality and well-being to reveal the current and historical research trends in the relevant literature. Bibliographic coupling of the journals, countries, authors, and organizations, and co-occurrences of author keywords were illustrated through VOSviewer. Moreover, citation analysis was done, and h-classics publications were reviewed. The researchers did the initial search on January 5, 2020, and updated all the records on August 14, 2021. Most of the studies showed that students’ spirituality was positively associated with their well-being. Most of the researchers preferred to work on samples of adult and adolescent students rather than children. The current and historical trends in the relevant literature are discussed in the paper.
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This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved... more
This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved and analyzed. Bibliographic coupling of the countries, bibliographic coupling of the authors, co-occurrences of author keywords, bibliographic coupling of the journals, and bibliographic coupling of the institutions were extracted through bibliographic visualization methods. All the h-classics publications were also reviewed and categorized according to their topics. People’s Republic of China (Hong Kong), Israel, Turkey, and Cyprus are the countries with most relevant evidence. The top authors are found to be D.W Chan and M. Zembylas, while emotional intelligence, empathy, burnout, emotion, and self-efficacy have been the most frequently studied concepts. Teaching and Teacher Education and Journal of Educational Psychology are the journals with promi...
Research Interests: Education, Educational Leadership, Educational Administration, Leadership, Bibliography, and 10 moreEducational Research, Learning and Teaching, Students, Educational management and leadership, Teachers, Bibliometric and citation analysis, Educational studies, School Administrators, Teachers Motivation and Emotions for Professional Development, and Meta Analysis and Systematic Review
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Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated... more
Neurodiversity is an umbrella term, including dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autistic spectrum and Tourette syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally. An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection and analysis, are described. Three main themes and 11 subthemes were identified. Although the majority of publications focus on either dyslexia, autistic spectrum disorder, or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are available to meet students’ specific needs, there is an apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students’ success in higher education, where good intentions are evidently not enough.
Research Interests: Psychology, Autism, ADHD (Psychology), Higher Education, Autism Spectrum Disorders, and 10 moreLearning Difficulties, Learning And Teaching In Higher Education, Equity and Social Justice in Higher Education, Dyslexia, Learning Disabilities, Neurodiversity, Dyspraxia, Education Systems, Aspergers and High Functioning Autism, and Autism Education
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This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were... more
This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were selected randomly with clustered sampling method from the schools. The structural equation model that yields the best-fit indices, states that as teachers? psychological capital levels increase, job satisfaction levels also increase. Psychological capital has a positive effect on teachers? commitment and motivation through the full mediation effect of job satisfaction. Psychological capital has a negative effect on intent to leave through the full mediation effects of job satisfaction and organizational commitment. It is beneficial for school managers to invest in developing and strengthening the psychological capital of teachers if they want to increase job satisfaction, organizational commitment and motivation levels of teachers and to decrease thei...
Research Interests: Organizational Behavior, Psychology, Organizational Psychology, Personality Psychology, Industrial and Organizational Psychology, and 15 moreEducational Research, Employee Motivation, Organizational Commitment, Job Satisfaction, Teacher, Motivation, Educational management and leadership, Teacher Commitment, School, Psychological Capital, Intention to Leave, Psihologija, School management and leadership, Motivation Psychology, and Positive Psychological Capital
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Abstract This study aims to determine the effect of teachers’ and their administrators’ emotional intelligence (EI) on teachers’ affect based job outcomes. Data obtained from a sample of 86 school managers, 129 vice managers and 821... more
Abstract This study aims to determine the effect of teachers’ and their administrators’ emotional intelligence (EI) on teachers’ affect based job outcomes. Data obtained from a sample of 86 school managers, 129 vice managers and 821 teachers were analyzed by hierarchical multiple linear regression method. Results show that teachers’ job outcomes (job satisfaction, affective commitment and organizational citizenship behaviors) are positively influenced by both their own EI and their vice managers’ (that is their instant supervisors’) EI levels but not by their managers’ EI levels. Results highlight the importance of employees’ and their instant supervisors’ EI competencies on positive job outcomes that are consequential both for individual and organizational performance.
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This study aims to clarify the effect of emotional intelligence (EI) on negative feelings (stress, anxiety, burnout and depression) in a gender specific model. Four hundred and twenty-five primary school teachers (326 males, 99 females)... more
This study aims to clarify the effect of emotional intelligence (EI) on negative feelings (stress, anxiety, burnout and depression) in a gender specific model. Four hundred and twenty-five primary school teachers (326 males, 99 females) completed the measures of EI, stress, anxiety, burnout and depression. The multi-group analysis was performed using a structural equation approach. The moderated mediation results show
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Abstract Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs.... more
Abstract
Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs. Articles on the theme, published in Spanish were included. Results demonstrate that the term "neurodiversity" is under the process of appropriation and that students suffer silently the lack of support for specific learning needs, which relates to a lack of an early diagnosis, the fact that students hide their neurodiverse condition, the lack of proper legislation, and the existent focus on disability rather than on neurodiversity.
Key words: Neurodiversity students, university and neurodiversity, neurodiverse students’ experience, dyslexia & neurodiversity, autistic spectrum & neurodiversity.
Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs. Articles on the theme, published in Spanish were included. Results demonstrate that the term "neurodiversity" is under the process of appropriation and that students suffer silently the lack of support for specific learning needs, which relates to a lack of an early diagnosis, the fact that students hide their neurodiverse condition, the lack of proper legislation, and the existent focus on disability rather than on neurodiversity.
Key words: Neurodiversity students, university and neurodiversity, neurodiverse students’ experience, dyslexia & neurodiversity, autistic spectrum & neurodiversity.
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This study aims to determine the relationships among teachers’ trust in the manager, commitment to the manager, satisfaction with the manager and teachers’ intent to leave. The data was collected on the sample of 478 primary school... more
This study aims to determine the relationships among teachers’ trust in the manager, commitment to the manager, satisfaction with the manager and teachers’ intent to leave. The data was collected on the sample of 478 primary school teachers using selfreport scales. Two alternative structural models were examined: one proposed that satisfaction with the manager causes commitment, while the other one proposed that commitment causes satisfaction. Both alternative models yielded exactly the same good fit indices. According to the first model, the teachers’ trust in manager predicts their satisfaction with manager and commitment to manager positively, while trust in manager negatively predicts their intent to leave through the mediating effect of satisfaction with manager. According to the second model, teachers’ trust in manager positively predicts their satisfaction with manager and commitment to manager, while trust in manager negatively predicts the teachers’ intent to leave through ...
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Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs. Articles on... more
Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs. Articles on the theme, published in Spanish, were included. Results demonstrate that the term neurodiversity is under the appropriation process and that students suffer silently the lack of support for specific learning needs, which is related to a lack of an early diagnosis, the fact that students hide their neurodiverse condition, the lack of proper legislation, and the existent focus on disability rather than on neurodiversity.
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Purpose The main purpose of this study is to find out the importance levels of obstacles to teamwork in the view of teachers and thus inspire school leaders to remove these obstacles and to make teamwork more effective. ...... more
Purpose The main purpose of this study is to find out the importance levels of obstacles to teamwork in the view of teachers and thus inspire school leaders to remove these obstacles and to make teamwork more effective. ... Design/methodology/approach A survey-based descriptive ...
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This chapter provides a narrative synthesis of the research findings on the well-being of asylum-seeking and refugee children in the United Kingdom. The authors identified 36 research articles published in peer-review journals and... more
This chapter provides a narrative synthesis of the research findings on the well-being of asylum-seeking and refugee children in the United Kingdom. The authors identified 36 research articles published in peer-review journals and thematically analyzed them to document these children’s negative experiences that could impact their well-being. The reported studies also explained the support mechanisms and interventions needed to sustain and improve child welfare and the challenges encountered in supporting their well-being. The research findings suggest that asylum-seeking and refugee children have diverse socioemotional and behavioral challenges, needs, expectations, psychological resources, and coping mechanisms that require schools to develop socioemotionally, culturally, or/and religiously sensitive responses for a more inclusive school environment.