professional seniority

Although professional collaboration among teachers plays a critical role in enhancing school effectiveness and instructional quality, empirical studies that jointly examine the organizational and individual determinants of this collaboration remain limited. This study aimed to identify variables that significantly predict the likelihood of elementary school teachers engaging in professional collaboration. The study employed a quantitative, cross-sectional, and correlational survey design. The sample consisted of 310 teachers working in elementary schools in the city center of Siirt, selected through cluster sampling. Data were collected using the Servant Leadership Scale and the Professional Collaboration subscale. Binary logistic regression analysis was used to analyze the data. Results showed that school level, participation in professional activities, professional seniority, and principals’ servant leadership behaviors significantly predicted teachers’ likelihood of engaging in professional collaboration. In contrast, gender, marital status, educational status, length of time working with the school principal, and length of service at the school were not significant predictors. Overall, the findings highlight the role of servant leadership.

This study examined the relationships among educational beliefs, perceived school climate, and pupil control ideology (PCI) among educators working in public Anatolian high schools in Ankara, Türkiye. Using a quantitative correlational design, the study obtained data from 761 educators, including principals, assistant principals, and teachers. Differences in PCI according to professional position, seniority, and disciplinary field were examined, and hierarchical regression analysis was used to assess the incremental contributions of educational beliefs and perceived school climate to PCI after accounting for professional position. Existentialism and Progressivism were the most strongly endorsed educational orientations. After professional position was controlled, educational beliefs explained an additional 23.6% of the variance in PCI, while perceived school climate contributed a further 2.2%; the final model accounted for 26.1% of the variance. Essentialism showed the strongest unique positive association with PCI (β = .422), whereas Existentialism was negatively associated with PCI (β = −.168). Among the school-climate dimensions, Directiveness showed a positive unique association with PCI (β = .119). Differences were also observed according to professional seniority and disciplinary field. Overall, the findings indicate that PCI is associated primarily with educators’ educational beliefs, while perceived organizational conditions provide an additional but comparatively modest contribution. The findings support examining individual belief orientations and organizational perceptions together when investigating educators’ approaches to pupil control.

این پژوهش به بررسی روابط میان باورهای آموزشی، اقلیم ادراک‌شده مدرسه و ایدئولوژی کنترل دانش‌آموزان (PCI) در میان آموزگاران شاغل در دبیرستان‌های دولتی آناتولی در آنکارا، ترکیه پرداخت. با استفاده از طرح همبستگی کمی، داده‌ها از ۷۶۱ آموزگار شامل مدیران، معاونان و معلمان گردآوری شد. تفاوت‌های PCI بر اساس موقعیت شغلی، سابقه خدمت و رشته تحصیلی بررسی گردید و برای ارزیابی سهم افزایشی باورهای آموزشی و اقلیم ادراک‌شده مدرسه در PCI پس از کنترل موقعیت شغلی، تحلیل رگرسیون سلسله‌مراتبی به‌کار رفت. اگزیستانسیالیسم و پراگرسیویسم بیشترین گرایش‌های آموزشی مورد تأیید بودند. پس از کنترل موقعیت شغلی، باورهای آموزشی ۲۳/۶٪ از واریانس PCI را تبیین کردند، در حالی که اقلیم ادراک‌شده مدرسه ۲/۲٪ دیگر را افزود؛ مدل نهایی ۲۶/۱٪ از واریانس را تبیین نمود. اسنشیالیسم قوی‌ترین ارتباط مثبت منحصر‌به‌فرد با PCI را نشان داد (β = .422)، در حالی که اگزیستانسیالیسم با PCI ارتباط منفی داشت (β = −.168). در میان ابعاد اقلیم مدرسه، جهت‌دهی (Directiveness) ارتباط مثبت منحصر‌به‌فردی با PCI داشت (β = .119). همچنین تفاوت‌هایی بر اساس سابقه خدمت و رشته تحصیلی مشاهده شد. به‌طور کلی، یافته‌ها نشان می‌دهند که PCI عمدتاً با باورهای آموزشی آموزگاران مرتبط است، در حالی که شرایط سازمانی ادراک‌شده سهمی افزایشی اما نسبتاً اندک دارد. این یافته‌ها از بررسی همزمان گرایش‌های اعتقادی فردی و ادراک‌های سازمانی هنگام مطالعه رویکردهای آموزگاران به کنترل دانش‌آموز حمایت می‌کند.