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The Mediator Effect of Resilience on the Effect of Perception of Informal Relationships on Occupational Professionalism

Year 2023, Volume: 19 Issue: 2, 240 - 257, 31.12.2023
https://doi.org/10.17244/eku.1267615

Abstract

Occupational professionalism for teachers can be defined as the transfer of theoretical knowledge into practice. In this context, it is possible to say that although pre-service teachers have theoretical knowledge about the requirements of the occupational profession, various variables are effective in transferring this knowledge to practice. For pre-service teachers, the knowledge obtained through formal or informal relationships in the organization will be important for their competencies in practice. However, it will be easier for pre-service teachers to benefit from the communication established in the implementation process, which is new for pre-service teachers, in terms of occupational professionalism when pre-service teachers are psychologically resilient. The purpose of this study is to investigate the mediating effect of psychological resilience on the effect of pre-service teachers' perceptions of informal relationships on professionalism. The population of the study consists of 199 prospective teachers working in Batman Province. The Informal Relationship Scale, Psychological Resilience Scale, and Occupational Professionalism Scale were used as data collection tools. The data set was analyzed with structural equation modeling. As a result of the research, it was seen that pre-service teachers' perception of informal relationships directly affects occupational professionalism. In addition, it was concluded that psychological resilience partially mediated the effect of pre-service teachers' perceptions of informal relationships on occupational professionalism. Based on the findings of the research, it is suggested that environments should be created in which pre-service teachers can develop informal relationships within or outside the organization that will enable them to develop their occupational professionalism.

References

  • Ağırman, Ü. H. Ç., & Naktiyok, A. (2018). Psikolojik sermaye ve profesyonellik ilişkisinde işe angaje olmanın düzenleyici rolü. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 3), 2665-2683.
  • Altınkurt, Y. & Yılmaz, K. (2014). Öğretmenlerin mesleki profesyonelliği ile iş doyumları arasındaki ilişki. Sakarya University Journal of Education, 4(2), 57-71.
  • Aslan, C. (1997). Sosyoloji, kavramlar ve kullanımları. Baki Kitap Evi.
  • Aydın, M. (1994). Eğitim yönetimi. Hatiboğlu.
  • Basım, H. N., & Çetin, F. (2011). Yetişkinler için psikolojik dayanıklılık ölçeği’nin güvenilirlik ve geçerlilik çalışması. Türk Psikiyatri Dergisi, 22(2), 104-114.
  • Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
  • Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events?. American Psychologist, 59(1), 20-28. https://doi.org/10.1037/0003-066X.59.1.20
  • Brunetti, G. J. (2006) Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States, Teaching and Teacher Education, 22, 812-825. https://doi.org/10.1016/j.tate.2006.04.027
  • Burke, L.A., & Wise, J.M. (2003), The effective care, handling, and pruning of the office grapevine. Business Horizons, 46(3), 71-76, doi: 10.1016/S0007-6813(03)00031-4.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem
  • Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629. https://doi.org/10.1016/j.tate.2009.09.010
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.
  • Evetts, J. (2006). Short note: The sociology of professional groups: New directions. Current Sociology, 54(1), 133-143. https://doi.org/10.1177/0011392106057161
  • Fay, M.J. (2011). Informal communication of co-workers. A thematic analysis of messages. Qualitative Research in Organizations and Management. An International Journal, 6(3), 212-229, doi: 10.1108/17465641111188394.
  • Fay, M.J., & Kline, S.L. (2011). Coworker relationships and informal communication in high-intensity telecommuting. Journal of Applied Communication Research, 39(2), 144-163, doi: 10. 1080/00909882.2011.556136.
  • Flores, M. A. (2018) Teacher resilience in adverse contexts: issues of professionalism and professional identity, in M. Wosnitza, F. Peixoto, S. Beltman & C. F. Mansfield (Eds). Resilience in education. Concepts, contexts and connections (pp. 167-184). Cham: Springer.
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. DOI: 10.1080/02607476.2020.1724659
  • Gizdem, Ö. U., & Kartal, S. (2016). Sınıf öğretmenlerinin örgütsel sosyalleşmelerinde informal grupların etkileri. Kastamonu Eğitim Dergisi, 24(3), 1359-1370.
  • Gómez, L. F, & Dailey, S. L. (2017). Formal communication. In Craig R. Scott & Laurie Lewis (Eds). The international encyclopedia of organizational communication (pp.1-15). John Wiley & Sons, Inc. DOI: 10.1002/9781118955567.wbieoc083
  • Grajewska, M. B. (2017). Informal communication. In Craig R. Scott & Laurie Lewis (Eds). The international encyclopedia of organizational communication (pp.1-15). John Wiley & Sons, Inc. DOI:10.1002/9781118955567.wbieoc108
  • Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5), 502-529. DOI: 10.1080/13540602.2014.937961
  • Gu, Q. & Day, C. (2007) Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316
  • Hall, A. M., & Theron, L. (2016). How school ecologies facilitate resilience among adolescents with intellectual disability: Guidelines for teachers. South African Journal of Education, 36(2), 1154-1168. DOI: 10.15700/saje.v36n2a1154
  • Hamilton, N., & Brabbit, L. M. (2007). Fostering professionalism through mentoring. Journal of Legal Education, 57 (1), 102-129.
  • Hansman, C. A. (2016). Mentoring and informal learning as continuing professional education. New Directions for Adult and Continuing Education, 2016 (151), 31-41. https://doi.org/10.1002/ace.20193
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell.
  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press
  • Hoy, A. W. (2000, April). Changes in teacher efficacy during the early years of teaching. Annual meeting of the American Educational Research Association, New Orleans, LA.
  • Hoy, W. K., & Miskel, C.G. (2015). Eğitim Yönetimi, Nobel
  • Jacobsen, D. I., & Thorsvik, J. (2002). How organizations work: An introduction to organization and management. Hans Reitzel.
  • Kandlousi, N.S.A.E., Ali, A.J., & Abdollahi, A. (2010). Organizational citizenship behavior in concern of communication satisfaction: the role of the formal and informal communication, International Journal of Business and Management, 5(10), 51-61, doi: 10.5539/ ijbm.v5n10p51.
  • Kılıç, İ., Çimen, H., Tunç, T., & Sönmez, N. K. (2019). Profesyonelleşmenin iletişim becerileri üzerine etkisi: Beş yıldızlı otel işletmelerinde bir araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 239-255. DOI: 10.32709/akusosbil.513871
  • Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Sage.
  • Koch, T., & Denner, N. (2022). Informal communication in organizations: work time wasted at the water-cooler or crucial exchange among co-workers?. Corporate Communications: An International Journal, 27(3), 494-508.
  • Kösterelioğlu, M., & Argon, T. (2010). Okul yöneticilerinin iletişim sürecindeki etkililiğine ilişkin öğretmen algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(1), 1-17.
  • Krackhardt, D., Hanson, J. R. (1993). Informal networks: the company behind the charts. Harvard Business Review, 71(4), 104–111
  • Kreiner, K., & Schultz, M. (1993). Informal collaboration in R&D. The formation of networks across organizations. Organization Studies, 14(2), 189-209, doi: 10.1177/ 017084069301400202.
  • Kraut, R. E., Fish, R. S., Root, R. W., & Chalfonte, B. L. (1990). Informal communication in organizations: Form, function, and technology. In Human Reactions to Technology: Claremont Symposium on Applied Social Psychology (pp. 145-199).
  • Lakioti, A., Stalikas, A., & Pezirkianidis, C. (2020). The role of personal, professional, and psychological factors in therapists’ resilience. Professional Psychology: Research and Practice, 51(6), 560-570. https://doi.org/10.1037/pro0000306
  • Lammers, J. C., & Barbour, J. B. (2006). An institutional theory of organizational communication. Communication Theory, 16(3), 356-377.
  • Mancini, G. F. (2021). Resilience and susceptibility to stress-related disorders: Insights from animal models. (Unpublished Doctoral Thesis). Sapienza University of Rome, Italy.
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. 10.1037//0003-066X.56.3.227
  • MEB (2015). Milli Eğitim Bakanlığı Öğretmen Atama ve Yer Değiştirme Yönetmeliği, https://www.resmigazete.gov.tr/eskiler/2015/04/20150417-4.htm (Erişim tarihi 3.12.2021)
  • MEB (2016a). Aday Öğretmen Yetiştirme Sürecine İlişkin Yönerge, http://erzincan.meb.gov.tr/meb_iys_dosyalar/2016_03/03113624_02052358_ynerge.pdf (Erişim tarihi 3.12.2021).
  • MEB (2016b). Sözleşmeli Öğretmenlere 642 Saatlik Eğitim Programı. https://meb.gov.tr/sozlesmeli-ogretmenlere-642-saatlik-egitim-programi/haber/12071/tr (Erişim tarihi 3.12.2021).
  • Memduhoğlu, H. B. ve Saylık, A. (2012). Okullarda İnformal İlişkiler Ölçeğinin geliştirilmesi ve bazı değişkenler açısından incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 1-21.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal Eşitlik Modellemesi AMOS Uygulamaları. Detay Yayıncılık.
  • Olszewski, W. (2004). Informal communication. Journal of Economic Theory, 117(2), 180-200.
  • Pearce, J. & Morrison, C. (2011) Teacher Identity and Early Career Resilience: Exploring the Links. Australian Journal of Teacher Education, 36(1), 48-59
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.
  • Rose, G. L., Rukstalis, M. R., & Schuckit, M. A. (2005). Informal mentoring between faculty and medical students. Academic Medicine, 80(4), 344-348.
  • Sapienza, J. K., & Masten, A. S. (2011). Understanding and promoting resilience in children and youth. Current Opinion in Psychiatry, 24(4), 267-273. 10.1097/YCO.0b013e32834776a8
  • Snyder, C. R., & Lopez, S. J. (2009). Psicologia Positiva. Porto Alegre: Artmed.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics: International Edition. Pearson
  • Terzi, Ş. (2008). Üniversite öğrencilerinin psikolojik dayanıklılıkları ve algıladıkları sosyal destek arasındaki ilişki. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 1-11.
  • Tobias, S., & Baffert, A. (2010). Science Teaching as a Profession: Why it Isn't, how it Could be. NSTA Press
  • Tusaie, K., & Dyer, J. (2004). Resilience: A historical review of the construct. Holistic Nursing Practice, 18(1), 3-10.
  • Van De Camp, K., Vernooij-Dassen, M. J., Grol, R. P., & Bottema, B. J. (2004). How to conceptualize professionalism: a qualitative study. Medical Teacher, 26(8), 696-702.
  • Weinstein, N. D. (1988). The precaution adoption process. Health Psychology, 7(4), 355-386. https://doi.org/10.1037/0278-6133.7.4.355
  • Windle, G. (2011). What is resilience? A review and concept analysis. Reviews in Clinical Gerontology, 21(2), 152-169. https://doi.org/10.1017/S0959259810000420
  • Windle, G., & Bennett, K. M. (2012). Caring relationships: how to promote resilience in challenging times. In M. Ungar (Eds), The Social Ecology of Resilience (pp. 219-231). Springer.

İnformal İlişki Algısının Mesleki Profesyonelliğe Etkisinde Psikolojik Dayanıklılığın Aracı Etkisi

Year 2023, Volume: 19 Issue: 2, 240 - 257, 31.12.2023
https://doi.org/10.17244/eku.1267615

Abstract

Öğretmenler için mesleki profesyonellik, elde edilen teorik bilginin uygulamaya aktarılması olarak tanımlanabilir. Bu bağlamda mesleğe yeni başlayan öğretmenlerin mesleğin gerekliliklerine teorik bilgiye sahip olmalarına rağmen bu bilgiyi uygulamaya aktarmada çeşitli değişkenlerin etkili olduğunu söylemek mümkündür. Aday öğretmenler için örgütte formal ya da informal ilişkiler yoluyla elde edilen bilgiler, uygulamaya ilişkin yeterlilikleri noktasında önemli olacaktır. Bununla birlikte, aday öğretmenler için yeni olan söz konusu uygulama sürecinde kurulan iletişimden mesleki profesyonelliğe ilişkin fayda sağlayabilmek, aday öğretmenlerin psikolojik olarak dayanıklı oldukları durumlarda daha kolay olacaktır. Bu araştırmanın amacı, öğretmen adaylarının informal ilişki algılarının mesleki profesyonellik üzerindeki etkisinde psikolojik dayanıklılığın aracılık etkisini araştırmaktır. Araştırmanın evrenini Batman İlinde görev yapan 199 aday öğretmen oluşturmaktadır. Veri toplama araçları olarak İnformal İlişki Ölçeği, Psikolojik Dayanıklılık Ölçeği ve Mesleki Profesyonellik Ölçeği kullanılmıştır. Veri seti yapısal eşitlik modellemesi ile analiz edilmiştir. Araştırma sonucunda öğretmenlerin informal ilişki algısının mesleki profesyonelliği doğrudan olumlu yönde etkilediği görülmüştür. Ayrıca öğretmen adaylarının informal ilişki algılarının mesleki profesyonellik üzerindeki etkisine psikolojik dayanıklılıklarının kısmi aracılık ettiği sonucuna ulaşılmıştır. Araştırma bulgularına dayanarak, aday öğretmenlerin mesleki profesyonelliklerini geliştirebilmelerine olanak sağlayacak örgüt içi ya da dışında informal ilişkiler geliştirebilecekleri ortamlar yaratılması önerilmektedir.

References

  • Ağırman, Ü. H. Ç., & Naktiyok, A. (2018). Psikolojik sermaye ve profesyonellik ilişkisinde işe angaje olmanın düzenleyici rolü. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 3), 2665-2683.
  • Altınkurt, Y. & Yılmaz, K. (2014). Öğretmenlerin mesleki profesyonelliği ile iş doyumları arasındaki ilişki. Sakarya University Journal of Education, 4(2), 57-71.
  • Aslan, C. (1997). Sosyoloji, kavramlar ve kullanımları. Baki Kitap Evi.
  • Aydın, M. (1994). Eğitim yönetimi. Hatiboğlu.
  • Basım, H. N., & Çetin, F. (2011). Yetişkinler için psikolojik dayanıklılık ölçeği’nin güvenilirlik ve geçerlilik çalışması. Türk Psikiyatri Dergisi, 22(2), 104-114.
  • Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
  • Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events?. American Psychologist, 59(1), 20-28. https://doi.org/10.1037/0003-066X.59.1.20
  • Brunetti, G. J. (2006) Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States, Teaching and Teacher Education, 22, 812-825. https://doi.org/10.1016/j.tate.2006.04.027
  • Burke, L.A., & Wise, J.M. (2003), The effective care, handling, and pruning of the office grapevine. Business Horizons, 46(3), 71-76, doi: 10.1016/S0007-6813(03)00031-4.
  • Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Pegem
  • Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26(3), 622-629. https://doi.org/10.1016/j.tate.2009.09.010
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (Vol. 7). Prentice Hall Upper Saddle River, NJ.
  • Evetts, J. (2006). Short note: The sociology of professional groups: New directions. Current Sociology, 54(1), 133-143. https://doi.org/10.1177/0011392106057161
  • Fay, M.J. (2011). Informal communication of co-workers. A thematic analysis of messages. Qualitative Research in Organizations and Management. An International Journal, 6(3), 212-229, doi: 10.1108/17465641111188394.
  • Fay, M.J., & Kline, S.L. (2011). Coworker relationships and informal communication in high-intensity telecommuting. Journal of Applied Communication Research, 39(2), 144-163, doi: 10. 1080/00909882.2011.556136.
  • Flores, M. A. (2018) Teacher resilience in adverse contexts: issues of professionalism and professional identity, in M. Wosnitza, F. Peixoto, S. Beltman & C. F. Mansfield (Eds). Resilience in education. Concepts, contexts and connections (pp. 167-184). Cham: Springer.
  • Flores, M. A. (2020). Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching, 46(2), 145-158. DOI: 10.1080/02607476.2020.1724659
  • Gizdem, Ö. U., & Kartal, S. (2016). Sınıf öğretmenlerinin örgütsel sosyalleşmelerinde informal grupların etkileri. Kastamonu Eğitim Dergisi, 24(3), 1359-1370.
  • Gómez, L. F, & Dailey, S. L. (2017). Formal communication. In Craig R. Scott & Laurie Lewis (Eds). The international encyclopedia of organizational communication (pp.1-15). John Wiley & Sons, Inc. DOI: 10.1002/9781118955567.wbieoc083
  • Grajewska, M. B. (2017). Informal communication. In Craig R. Scott & Laurie Lewis (Eds). The international encyclopedia of organizational communication (pp.1-15). John Wiley & Sons, Inc. DOI:10.1002/9781118955567.wbieoc108
  • Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching, 20(5), 502-529. DOI: 10.1080/13540602.2014.937961
  • Gu, Q. & Day, C. (2007) Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316
  • Hall, A. M., & Theron, L. (2016). How school ecologies facilitate resilience among adolescents with intellectual disability: Guidelines for teachers. South African Journal of Education, 36(2), 1154-1168. DOI: 10.15700/saje.v36n2a1154
  • Hamilton, N., & Brabbit, L. M. (2007). Fostering professionalism through mentoring. Journal of Legal Education, 57 (1), 102-129.
  • Hansman, C. A. (2016). Mentoring and informal learning as continuing professional education. New Directions for Adult and Continuing Education, 2016 (151), 31-41. https://doi.org/10.1002/ace.20193
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell.
  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Teachers College Press
  • Hoy, A. W. (2000, April). Changes in teacher efficacy during the early years of teaching. Annual meeting of the American Educational Research Association, New Orleans, LA.
  • Hoy, W. K., & Miskel, C.G. (2015). Eğitim Yönetimi, Nobel
  • Jacobsen, D. I., & Thorsvik, J. (2002). How organizations work: An introduction to organization and management. Hans Reitzel.
  • Kandlousi, N.S.A.E., Ali, A.J., & Abdollahi, A. (2010). Organizational citizenship behavior in concern of communication satisfaction: the role of the formal and informal communication, International Journal of Business and Management, 5(10), 51-61, doi: 10.5539/ ijbm.v5n10p51.
  • Kılıç, İ., Çimen, H., Tunç, T., & Sönmez, N. K. (2019). Profesyonelleşmenin iletişim becerileri üzerine etkisi: Beş yıldızlı otel işletmelerinde bir araştırma. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 239-255. DOI: 10.32709/akusosbil.513871
  • Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Sage.
  • Koch, T., & Denner, N. (2022). Informal communication in organizations: work time wasted at the water-cooler or crucial exchange among co-workers?. Corporate Communications: An International Journal, 27(3), 494-508.
  • Kösterelioğlu, M., & Argon, T. (2010). Okul yöneticilerinin iletişim sürecindeki etkililiğine ilişkin öğretmen algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(1), 1-17.
  • Krackhardt, D., Hanson, J. R. (1993). Informal networks: the company behind the charts. Harvard Business Review, 71(4), 104–111
  • Kreiner, K., & Schultz, M. (1993). Informal collaboration in R&D. The formation of networks across organizations. Organization Studies, 14(2), 189-209, doi: 10.1177/ 017084069301400202.
  • Kraut, R. E., Fish, R. S., Root, R. W., & Chalfonte, B. L. (1990). Informal communication in organizations: Form, function, and technology. In Human Reactions to Technology: Claremont Symposium on Applied Social Psychology (pp. 145-199).
  • Lakioti, A., Stalikas, A., & Pezirkianidis, C. (2020). The role of personal, professional, and psychological factors in therapists’ resilience. Professional Psychology: Research and Practice, 51(6), 560-570. https://doi.org/10.1037/pro0000306
  • Lammers, J. C., & Barbour, J. B. (2006). An institutional theory of organizational communication. Communication Theory, 16(3), 356-377.
  • Mancini, G. F. (2021). Resilience and susceptibility to stress-related disorders: Insights from animal models. (Unpublished Doctoral Thesis). Sapienza University of Rome, Italy.
  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. 10.1037//0003-066X.56.3.227
  • MEB (2015). Milli Eğitim Bakanlığı Öğretmen Atama ve Yer Değiştirme Yönetmeliği, https://www.resmigazete.gov.tr/eskiler/2015/04/20150417-4.htm (Erişim tarihi 3.12.2021)
  • MEB (2016a). Aday Öğretmen Yetiştirme Sürecine İlişkin Yönerge, http://erzincan.meb.gov.tr/meb_iys_dosyalar/2016_03/03113624_02052358_ynerge.pdf (Erişim tarihi 3.12.2021).
  • MEB (2016b). Sözleşmeli Öğretmenlere 642 Saatlik Eğitim Programı. https://meb.gov.tr/sozlesmeli-ogretmenlere-642-saatlik-egitim-programi/haber/12071/tr (Erişim tarihi 3.12.2021).
  • Memduhoğlu, H. B. ve Saylık, A. (2012). Okullarda İnformal İlişkiler Ölçeğinin geliştirilmesi ve bazı değişkenler açısından incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 1-21.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal Eşitlik Modellemesi AMOS Uygulamaları. Detay Yayıncılık.
  • Olszewski, W. (2004). Informal communication. Journal of Economic Theory, 117(2), 180-200.
  • Pearce, J. & Morrison, C. (2011) Teacher Identity and Early Career Resilience: Exploring the Links. Australian Journal of Teacher Education, 36(1), 48-59
  • Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.
  • Rose, G. L., Rukstalis, M. R., & Schuckit, M. A. (2005). Informal mentoring between faculty and medical students. Academic Medicine, 80(4), 344-348.
  • Sapienza, J. K., & Masten, A. S. (2011). Understanding and promoting resilience in children and youth. Current Opinion in Psychiatry, 24(4), 267-273. 10.1097/YCO.0b013e32834776a8
  • Snyder, C. R., & Lopez, S. J. (2009). Psicologia Positiva. Porto Alegre: Artmed.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics: International Edition. Pearson
  • Terzi, Ş. (2008). Üniversite öğrencilerinin psikolojik dayanıklılıkları ve algıladıkları sosyal destek arasındaki ilişki. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 1-11.
  • Tobias, S., & Baffert, A. (2010). Science Teaching as a Profession: Why it Isn't, how it Could be. NSTA Press
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There are 61 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Tuba Akpolat 0000-0001-5907-6972

Ebru Oğuz 0000-0002-5731-011X

Publication Date December 31, 2023
Submission Date March 19, 2023
Published in Issue Year 2023 Volume: 19 Issue: 2

Cite

APA Akpolat, T., & Oğuz, E. (2023). İnformal İlişki Algısının Mesleki Profesyonelliğe Etkisinde Psikolojik Dayanıklılığın Aracı Etkisi. Eğitimde Kuram Ve Uygulama, 19(2), 240-257. https://doi.org/10.17244/eku.1267615