Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 1, 244 - 261, 31.01.2022

Öz

Kaynakça

  • *Agboyraz, İ. (2015). An investigation of emphatic predisposition and democrative values of primary school teachers (Malatya sample). Master Thesis. Zirve University. Gaziantep.
  • *Agıroglu Bakır, A. (2007). The evaluation of primary school administrators depending on their attitudes and behaviours (Sample of Malatya). Master Thesis. Inonu University. Burdur.
  • Akbas, O. (2009). The activities used by branch teachers working in primary schools while teaching values: A comparison regarding the years 2004 and 2007. Kastamonu Journal of Education, 17(2), 403-414.
  • *Akyıldız, S. (2018). The relation between multicultural competency perceptions and democratic values of primary teachers at schools that foreigner students attend. Education and Science, 43(195).
  • *Alptekin, A. (2014). The views of primary school teacher’s about the perception of democratic school culture. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • *Arslan, A., & Çalmaşur, H. (2017). Analysis of multiculturalism and democratic attitude of elementary and secondary grade teachers in the sense of various variables. Atatürk University Journal of Kazım Karabekir Education Faculty, (34), 90-109.
  • *Arslan, M. C. (2012). The effect of primary school principals’ democratic attitudes and behaviors on teacher motivation and student performance. Master Thesis. Gaziantep University. Gaziantep.
  • Aşık, Z., & Özen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13(2), 232-240.
  • *Aydemir, H., & Aksoy, N. D. (2010). The relationship of democratic attitudes of the students at the faculty of education with some variables: Malatya sample. Erzincan University Journal of Education Faculty, 12(1), 265-280.
  • Aytac, T. (2020). Okul yönetiminde yeni yaklaşımlar ve okul temelli uygulamalar [New approaches and school-based practices in school management]. Eğitim Ortamlarında Nitelik. Eds: F. Tanhan & H. İ. Özok, Ankara: Anı Publishing.
  • Bakioğu, A., & Özcan, Ş. (2016). Meta-Analysis. Ankara: Nobel.
  • *Baltacı, A., & Aydın, Y. (2019). Democratic attitudes of religious education teachers. Şırnak University Journal of Divinity Faculty, 10(22), 58-78. https://doi.org/10.35415/sirnakifd.470026
  • Baydar, P. (2009). The level of value acquisition which is determind in fifth grade primary school and the evaluation of the problems which are encountered in that process. Master Thesis. Cukurova University. Adana.
  • *Bayraktar, H. V., & Karakülçe, N. (2019). Examining of democratic attitudes of primary school teachers’ and principals.’ The Journal of Kesit Academy, (18), 39-59.
  • *Bayramoğlu, E. O. (2016). The research of the relation between teachers’ democratic values and their job satisfaction. Master Thesis. Kafkas University. Kars.
  • *Bayramoğlu, E. O., & Kaya, H. I. (2017). The research of the relation between teachers’ democratic values and their job satisfaction. Kafkas University Journal of the Institute of Social Sciences, (20), 377- http://dx.doi.org/395. 0.9775/kausbed.2017.024
  • *Bektas, F., & Kilic, D. (2011). Relationship between school culture perceived by teacher candidates and their democratic attitudes. The New Educational Review, 25(3), 128-138.
  • *Bicer, B. (2010). The influence of democracy education and school assemblies project on students’ acquiring the democratic attitudes. Dumlupınar University Journal of Social Sciences, (27), 1-6.
  • Bingol, D. (2000). Demokratik tutum ve değerler açısından üniversite gençliği [University youth from the perspective of democratic attitudes and values]. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 14(1), 129-157.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • *Bulut, C. (2014). Investigation of teachers'perceptions of multicultural competency. Master Thesis. Ege University. İzmir.
  • *Bulut, N. (2006). The relations between the democratic attitudes of a group of university students and some variables. Educational Administration: Theory and Practice, 45(45), 37-59.
  • Buyukkaragoz, S., & Ure, O. (1994). Research on the democratic attitudes of students in teacher-training higher education institutions. Demokrasi Gündemi, Türk Demokrasi Vakfı Bülteni, 19, 29-41.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press, 7, 9.
  • *Cakmur, E. (2007). The democratic levels of in-class behaviours of teachers who study in primary schools. Master Thesis. Yeditepe University. Istanbul.
  • Cankaya, H. İ. (2011). A study on some factors that affect the attitudes related democracy of the primary school administrators, Gaziantep University Journal of Social Sciences, 10(2), 945-960.
  • Celikkaya, T., & Filoglu, S. (2014). Attitudes of social studies teachers toward value and values education. Educational Sciences: Theory and Practice, 14(4), 1551-1556.
  • *Cetin, C. (2019). Level of democratization of schools according to school administrators’ and teachers’ views. Master Thesis. Gazi University. Ankara.
  • *Ciftci, A. S. & Genc, S. Z. (2016). Primary school teachers opinions about democratic values. International Journal of Language Academy, 4(1), 177-187. http://dx.doi.org/10.18033/ijla.357
  • *Cilasun, A. (2012). The research of democratic awareness in primary schools. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence.
  • Cooper, H. M. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage Publications.
  • *Coşkun, M. K. (2011). Investigating levels of democratic attitude of religious culture & moral knowledge teachers in terms of various variables. EKEV Academy Journal, 15(46), 65-73.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: PEGEM.
  • Doğanay, A. (2009). Değerler eğitimi [Values education]. C. Öztürk (Ed.), Sosyal Bilgiler Öğretimi [Social Studies Teaching] in (p. 226-254). Ankara: Pegem Academy.
  • *Duman, A. O. (2013). The effect of cognitive coaching on academic achivement and democratic attitutes in 7th grade social studies lesson. Master Thesis. Nigde University. Nigde.
  • *Duman, B. (2009). The effect of systematic teaching on student-teachers reflective thinking and democratic attitudes. Master Thesis. Firat University. Elazig.
  • *Dundar, H. (2013). Relationship between values owned by teacher candidates and their democratic attitudes. The Journal of Academic Social Science Studies, 6(2), 367-381.
  • *Elkatmış, M., & Toptaş, V. (2015). Exploration of prospective classroom teachers’ democratic attitudes. Yüzüncü Yıl University Journal of Education, 12(1), 128-144.
  • Ellis, P. D. (2012). The essential guide to effect sizes (5th edition). Cambridge-UK: Cambridge University Press.
  • *Ercoşkun, M. H., & Nalçacı, A. (2008). The investigation of the empathic skills and democratic attitudes of the primary school prospective teacher. Milli Eğitim, 180, 204-215.
  • *Genc, S. Z., & Kalafat, T. (2007). The research on evaluation of prospective teachers' democratic attitudes and problem solving skills according as different variables. Pamukkale Unıversıty Journal of Educatıon, (22), 10-22.
  • *Gomleksiz, M. N., & Çetintaş, S. (2011). Democratic attitudes of prospective teachers (Case of Fırat, Dicle, 7 Aralık, Cumhuriyet and Erzincan Universities). Dicle University Ziya Gökalp Journal of Faculty of Education, (17), 1-14.
  • *Gomleksiz, M. N., & Kan, A. U. (2008). Evaluation of democratic attitudes of teacher candidates enrolled in faculty of education and non-thesis master's programs (Fırat University example). Milli Egitim, 178, 44-64.
  • *Gulmek, M. N. (2012). An analysis of the relationshıp between democratic behaviors of directors and organizational commitment levels of the teachers in primary schools (The case of Zeytinburnu). Master Thesis. Yeditepe University. Istanbul.
  • *Gun, A. C. (2019). Investigation of the relationship between critical thinking tendency and democratic values of primary school teachers. Master Thesis. Onsekiz Mart University. Canakkale.
  • *Gunes, N. (2019). Examination of elementary school classroom teachers’ democratic attitudes in terms of various variables: The case of Batman city. Master Thesis. Mustafa Kemal University. Hatay.
  • *Guven, A., Kaya, R., & Aslan, H. (2014). An examination of pre-service history teachers’ democratic attitudes with regard to different variables. Middle Eastern & African Journal of Educational Research MAJER, 12(Special Issue), 17-31.
  • Halstead, J. M., & Taylor, J. M. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30(2), 169-202. . http://dx.doi.org/10.1080/713657146
  • Harber, C. (2002). Education, democracy and poverty reduction in Africa. Comparative Education, 38 (3),267 - 276.
  • Hartung, J., Knapp, G., & Sinha, B. K. (2008). Statistical meta-analysis with applications. New Jersey: Wiley Publishing Inc.
  • *Inan, H. (2013). The research of democratic attitudes of physical education teachers and teacher candidates according to the different variables. Master Thesis. Abant Izzet Baysal University. Bolu.
  • *Izgar, G. (2013). The effect to democratic manners and behaviors of values education programme which is applied on 8. grades students at the primary school. PhD Dissertation. Konya Necmettin Erbakan University. Konya.
  • Izgar, G. (2017). İnsan hakları, yurttaşlık ve demokrasi ders kitabının yapılandırmacı yaklaşım açısından analizi [The analysis of human rights, citizenship and democracy coursebook from the constructivist perspective]. İlköğretim Online, 16(2), 584-600.
  • *Kahraman, P. B., & Sezer, G. O. (2017). The relation between the democratic attitudes of teacher candidates and their attitudes towards children rights. EJERCongress 2017 Conference Proceedings Book. 11 May-14 May 2017 Pamukkale University.
  • *Karabulut, M. (2019). Determining the democratic attitudes of social studies teachers and analyzing them through variables (sample of Bingöl province). Master Thesis. Firat University. Elazig.
  • *Karadağ, E., Baloğlu, N., & Yalçınkayalar, P. (2006). A study on the relation between democratic attitudes of primary school administrators perceived by the teachers and democratic values of the teachers. Değerler Eğitimi Dergisi, 4(12), 65-82.
  • *Karahan, T. F., Sardogan, M. E., Özkamalı, E., & Dicle, A. N. (2006). Democratic attitude, neurotic tendencies and self actualization in prospective teachers. Hacettepe University Journal of Education, 30, 149-158.
  • *Karakulce, N. (2018). Investigation of primary school principals and classroom teachers' values to the values of educational and democratic guidelines. Master Thesis. Marmara University İstanbul Sabahattin Zaim University. Istanbul.
  • *Karatekin, K., Merey, Z., & Kuş, Z. (2013). Analysis of the democratic attitudes of pre-service teachers and teachers in terms of some variables. Kastamonu University Kastamonu Journal of Education, 21(2), 561-574.
  • Karip, E. (2019) Eğitimi Değiştirmek zorundayız?.TEDMEM, https://tedmem.org/vurus/egitimde-degisimi-degistirmek-zorundayiz, retrieved on 21.03.2021.
  • *Kasaveklioglu, S. (2013). The effect of usage of cooperative learning method in social studies classes of 7th grades on the perceptions of democratic attitudes and human rights with academic achievement. Master Thesis. Gazi University. Ankara.
  • *Kaya, C. (2013). Examining of democratic attitudes of class teachers in classroom management. Master Thesis. Ataturk University. Erzurum.
  • *Kerimgil, S. (2008). The effect of a curriculum based upon constructivist learning on pre-service teachers’ reflective thinking and democratic attitudes. Master Thesis. Firat University. Elazig.
  • *Kiroglu, K. (2013). Is my social studies teacher democratic? Eurasian Journal of Educational Research, 50, 127-142.
  • *Koc, Y. (2008). Determining and comparison of democratic attitudes of physical education teachers according to the different variables. Master Thesis. Abant Izzet Baysal University. Bolu.
  • *Kontaş, H., Selçuk, H. E., & Polat, M. (2016). An investigation on democratic attitudes of secondary school teachers and level of possession of democratic values by the students. The Journal of Academic Social Science Studies, 44, 141-151.
  • *Korkmaz, H. E. (2013). Teacher’ perceptions on the fulfilment of democratic education environment in schools. PhD Dissertation. Yildiz Technical University. Istanbul.
  • *Kose, T. Ç., Azrak, Y., & Bayir, Ö. G. (2020). Examination of the relationship between preservice social studies teachers’ democratic values and attitudes towards today’s world problems. Elementary Education Online, 19(2), 477-490. http://dx.doi.org/10.17051/ilkonline.2020.689680
  • *Kurnaz, A. (2011). The evaluation of the relationship between the creativity levels of the primary school teachers and their democratic attitudes. Master Thesis. Kahramanmaras Sutcu Imam University. Kahramanmaras.
  • *Merey, Z., Kaymakçı, S., & Kılıçoğlu, G. (2011). Democratic attitudes of social sciences teacher candidates in the student council elections (Gazi University example). National Education, 191, 191-209.
  • Ministry of Education. (2018). İlköğretim ve ortaöğretim kurumları haftalık ders çizelgesi [Primary and secondary education institutions weekly course schedule]. http://ttkb.meb.gov.tr/meb_iys_dosyalar/2018_02/21173451_ort_ogrtm_hdc_2018.pdf
  • Moher, D., Liberati, A., Tetzlaff, J., and Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement. PLoS Medicine, 6 (7): e1000097.
  • Morrison, K. A. (2009). Making teacher education more democratic. Educational Horizons. 87 (2), 102-115.
  • *Nalçacı, A., & Ercoşkun, M. H. (2006). Analyzing of the democratic attitudes of candidates teachers of social knowledge in terms of some changeable. Atatürk University Kâzım Karabekir Journal of Faculty of Education, (14), 241-257.
  • *Nazıroğlu, B., & Çetin, M. (2014). An investigation of the democratic attitudes of students in higher religious education. Hitit University Faculty of Theology Journal, 13(25), 57-91.
  • *Oguz, A. (2011). Teacher candidates' democratic values and understanding of teaching and learning. Değerler Eğitimi Dergisi (Journal of Moral Education), 9(22), 139-160.
  • *Okay, H. H., Kurtaslan, Z., Kutluk, Ö., & Çakırer, S. (2013, January). Evaluation of prospective music teachers democratic attitudes according to different variables. In West East Institue-International Eurasian Academic Conference Proceedings (pp. 2169-0033).
  • Okutan, M. (2010). Democracy education in Turkish Education System, Journal of Human Sciences, 7(1), 938-946.
  • *Onuray Egilmez, H., Egilmez, Ö., & Engür, D. (2018). Democratic perception and attitudes of pre-service music teachers in Turkey. International Journal of Evaluation and Research in Education, 7(2), 100-108.
  • *Oren, A. (2019). Evaluation of principals in secondary education institutions in terms of democratic attitudes and behaviours (Sample of Bolu province). Master Thesis. Abant İzzet Baysal University. Bolu.
  • *Ozbek, B. (2016). Investigation of teachers’ views on the democratic attitudes and behaviours of school administrators. Dicle University Ziya Gökalp Journal of Faculty of Education, 27, 59-70. http://dx.doi.org/10.14582/DUZGEF.677
  • *Ozdas, F., Ekinci, A., & Bindak, R. (2014). Analyzing teachers’ attitudes towards democracy in terms of some variables. Inonu University Journal of the Faculty of Education, 15, 65-81.
  • *Ozdemir, A. (2012). The relation between the democratic manners of the elementary school principles and the perception of organizational commitment of teachers. Master Thesis. Yeditepe University. Istanbul.
  • *Ozer, K. (2019). The relationship of administrator’s democratic attitudes with teacher’s organizational socialization. Master Thesis. Ondokuz Mayis University. Samsun.
  • *Ozer, M. (2004). The effect of social science instruction based on creative drama method toward democratic attitudes and achievement. Master Thesis. Dokuz Eylul University. İzmir.
  • *Ozgun, A. (2019). Evaluation of the effects of critical thinking tendencies of the social sciences teacher candidates to their democratic attitudes in terms of various factors. Master Thesis. Hacı Bektaş Veli University. Nevsehir.
  • *Ozturk, R. (2019). Investigation of democratic attitudes and behaviors of preschool education administrators. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • *Palavan, Ö. (2017). The survey of emphatic tendency and democratic values of primary school teachers. Inonu University Journal of the Faculty of Education, 18(1), 134-150.
  • *Parlak, Y. (2011). Effects of controlled small group discussion on democratic attitudes of students at history courses. Master Thesis. Gazi University. Ankara.
  • Pover, F. C., & Scott, S. E. (2014). Democratic citizenship: responsible life in a free society. School Psychology International, 35(1), 50-66.
  • *Saglam Aktas, G. (2019). Examination of the critical thinking and democratic attitude of teacher candidates. Master Thesis. Mehmet Akif Ersoy University. Burdur.
  • *Sahin, G. (2008). Define the relationship between the democratic attitudes and dogmatic attitudes of primary school teachers, teachers in primary school mastering in a branch. Master Thesis. Yeditepe University. Istanbul.
  • *Sahiner, D. G. S. (2008). The effect of social science instruction based on active learning method toward democratic attitudes and achievement. Master Thesis. Dokuz Eylul University. Izmir.
  • *Sarac, G. (2019). The relation of the democratic attitudes of school principals with teachers’ perception of organizational trust. Master Thesis. Ondokuz Mayis University. Samsun.
  • *Saracaloğlu, A. S., Uça, S., Başara Baydilek, N. & Coşkun, N. (2013). Analysis of the democratic attitudes and value perceptions of pre-service teachers. Adnan Menderes University Journal of Educational Sciences, 4(1), 45-59.
  • *Seker, G. (2010). The level of ability to adopt and apply organizational democracy to primary schools according to perceptions of teachers and administrators. Master Thesis. Yuzuncu Yil University. Van.
  • *Selcioglu Demirsoz, E. (2010). The effects of the creative drama on the democratic attitudes, metacognitive awareness and emotional intelligence abilities of the teacher trainees. PhD Dissertation. Dokuz Eylul University. Izmir.
  • *Simsek, U., Doymuş, K., & Karaçöp, A. (2009). The effects of jigsaw and learning together techniques on the democratic attitudes of the higher education students. Atatürk University Journal of Social Sciences Institute, 13(1), 167-176.
  • *Sönmez Ektem, I. & Sünbül, A. M. (2011). A study into the democratic attitudes of the prospective teachers. Selçuk Üniversitesi Ahmet Keleşoğlu Journal of Education Faculty, 31, 159-168.
  • *Tarim, K. (2020). The relationship between classroom teachers' ethical orientations, democratic attitudes and attitudes towards profession. PhD Dissertation. Gazi University. Ankara.
  • *Tekin, M., Yıldız, M., Lok, S. & Tasgin, Ö. (2009). Investigation of the democratic approach levels of the teacher candidates who study at physical education and sport academy according to various variabilities. Nigde University Journal of Physical Education and Sport Sciences, 3(3), 204-212.
  • *Telatar, S. (2012). Analysis of the relationship between the democratic attitude and personal features of teachers who work in primary schools (Anatolian side of Istanbul). Master Thesis. Yeditepe University. Istanbul.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • *Tican, C. (2013). The effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes and academic achievement. PhD Dissertation. Gazi University. Ankara.
  • *Tokgoz, A. (2019). Investigation of the relationship between perception of organizational democracy and job stress level of administrators and teachers. Master Thesis. Burdur Mehmet Akif Ersoy University. Burdur.
  • *Uğur, A. K. I. N., & Özdemir, M. (2009). The examination of teacher candidates’ democratic values in terms of various variables: The case of Faculty of Educational Sciences. Ankara University Journal of Education Sciences Faculty, 42(2), 183-198.
  • *Uluçınar, U. (2012). Prediction levels of preservice teachers' critical thinking dispositions on democratic values. Master Thesis. Eskisehir Osmangazi University. Eskisehir.
  • *Ural, S. N. (2010). Democratic attitudes and empathy to primary school students level of influence of social science courses. Master Thesis. Sakarya University. Sakarya.
  • *Ustun, G. (2011). Examining the relationship between reflective thinking tendencies and democratic attitude of classroom teachers. Master Thesis. Marmara University. Istanbul.
  • Van Engen, M. L., & Willemsen, T. M. (2004). Sex and leadership styles: A meta-analysis of research published in the 1990s. Psychological Reports, 94(1), 3-18.
  • Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.
  • *Yalcin, G. (2007). Teacher and student opinions regarding the democraticity of the behavior of secondary education teachers In classroom management (Malatya province example). Master Thesis. Inonu University. Burdur.
  • *Yalcin Durmus, G., & Demirtas, H. (2009). Teachers’ and students’ views about the high school teachers’ democratic classroom management behaviors. Ondokuz Mayis University Journal of Education, 28(1), 121-138.
  • *Yasar Ekici, F. (2014). Examining the relationship between democratic attitudes and demographic characteristics of the prospective teachers. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(11), 593-602.
  • *Yavuz Tabak, B. (2017). Determining opinions on democratic school culture in schools. PhD Dissertation. Gazi University. Ankara.
  • Yesil, R. (2002). Okul ve ailede insan hakları ve demokrasi eğitimi [Human rights and democracy education in school and family]. Ankara: Nobel Pub.
  • *Yılmaz, K. (2009). The study of primary school teachers democratic attitudes according to perceived parental attitudes and some demographic variables. Master Thesis. Maltepe University. Istanbul.
  • *Yiğit, E. Ö., & Çolak, K. (2010). Democratic attitudes of social studies pre-service teachers. The International Journal of Research in Teacher Education, 1(4), 82-95.
  • *Yogurtcu, A. (2010). Evaluation of secondary school students’ attitudes towards democracy (Erzincan case ). Master Thesis. Erzincan University. Erzincan.
  • *Yurtseven, R. (2003). The democratic attitudes of the teachers working in secondary education schools. Master Thesis. Cukurova University. Adana.
  • *Zehir Topkaya, E., & Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions: A case of pre-service English language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 3.

Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study

Yıl 2022, Cilt: 9 Sayı: 1, 244 - 261, 31.01.2022

Öz

This study aims to comparatively analyze the effect size of perceptions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students. The meta-analysis method, one of the research synthesis methods, was used in the research. Within the scope of the study, master’s and doctoral theses and research articles dealing with this topic in Turkey were investigated. Based on the screening results, a total of 101 studies from 2013 to 2020 abided by the inclusion criteria. For these 101 studies comprising a sample of 33,774 people, four effect sizes were calculated. According to research results, high levels of effect size were determined based on the random effect model for opinions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students (d=41.14). The perceptions of democratic attitudes and values of participants were ranked from low to high as students (d=30.45), school administrators (d=38.66), teachers (d=47.86), and preservice teachers (d=51.73). There was a significant difference between the opinions of participants (p=0.00). Students appeared to have the lowest perceptions of democratic attitudes and values. According to the results of moderator analysis, the effect sizes of studies were determined to differ depending on publication type (p=0.00), educational level (p=0.00), gender of the researcher (p=0.00), and the region of the research (p=0.00). Concerning the meta-regression results for the effect size in terms of the year the research was performed, there appeared to be a falling trend in perceptions related to democratic attitudes and values of participants.

Kaynakça

  • *Agboyraz, İ. (2015). An investigation of emphatic predisposition and democrative values of primary school teachers (Malatya sample). Master Thesis. Zirve University. Gaziantep.
  • *Agıroglu Bakır, A. (2007). The evaluation of primary school administrators depending on their attitudes and behaviours (Sample of Malatya). Master Thesis. Inonu University. Burdur.
  • Akbas, O. (2009). The activities used by branch teachers working in primary schools while teaching values: A comparison regarding the years 2004 and 2007. Kastamonu Journal of Education, 17(2), 403-414.
  • *Akyıldız, S. (2018). The relation between multicultural competency perceptions and democratic values of primary teachers at schools that foreigner students attend. Education and Science, 43(195).
  • *Alptekin, A. (2014). The views of primary school teacher’s about the perception of democratic school culture. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • *Arslan, A., & Çalmaşur, H. (2017). Analysis of multiculturalism and democratic attitude of elementary and secondary grade teachers in the sense of various variables. Atatürk University Journal of Kazım Karabekir Education Faculty, (34), 90-109.
  • *Arslan, M. C. (2012). The effect of primary school principals’ democratic attitudes and behaviors on teacher motivation and student performance. Master Thesis. Gaziantep University. Gaziantep.
  • Aşık, Z., & Özen, M. (2019). Meta-Analysis Steps and Reporting. Turkish Journal of Family Medicine and Primary Care, 13(2), 232-240.
  • *Aydemir, H., & Aksoy, N. D. (2010). The relationship of democratic attitudes of the students at the faculty of education with some variables: Malatya sample. Erzincan University Journal of Education Faculty, 12(1), 265-280.
  • Aytac, T. (2020). Okul yönetiminde yeni yaklaşımlar ve okul temelli uygulamalar [New approaches and school-based practices in school management]. Eğitim Ortamlarında Nitelik. Eds: F. Tanhan & H. İ. Özok, Ankara: Anı Publishing.
  • Bakioğu, A., & Özcan, Ş. (2016). Meta-Analysis. Ankara: Nobel.
  • *Baltacı, A., & Aydın, Y. (2019). Democratic attitudes of religious education teachers. Şırnak University Journal of Divinity Faculty, 10(22), 58-78. https://doi.org/10.35415/sirnakifd.470026
  • Baydar, P. (2009). The level of value acquisition which is determind in fifth grade primary school and the evaluation of the problems which are encountered in that process. Master Thesis. Cukurova University. Adana.
  • *Bayraktar, H. V., & Karakülçe, N. (2019). Examining of democratic attitudes of primary school teachers’ and principals.’ The Journal of Kesit Academy, (18), 39-59.
  • *Bayramoğlu, E. O. (2016). The research of the relation between teachers’ democratic values and their job satisfaction. Master Thesis. Kafkas University. Kars.
  • *Bayramoğlu, E. O., & Kaya, H. I. (2017). The research of the relation between teachers’ democratic values and their job satisfaction. Kafkas University Journal of the Institute of Social Sciences, (20), 377- http://dx.doi.org/395. 0.9775/kausbed.2017.024
  • *Bektas, F., & Kilic, D. (2011). Relationship between school culture perceived by teacher candidates and their democratic attitudes. The New Educational Review, 25(3), 128-138.
  • *Bicer, B. (2010). The influence of democracy education and school assemblies project on students’ acquiring the democratic attitudes. Dumlupınar University Journal of Social Sciences, (27), 1-6.
  • Bingol, D. (2000). Demokratik tutum ve değerler açısından üniversite gençliği [University youth from the perspective of democratic attitudes and values]. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 14(1), 129-157.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • *Bulut, C. (2014). Investigation of teachers'perceptions of multicultural competency. Master Thesis. Ege University. İzmir.
  • *Bulut, N. (2006). The relations between the democratic attitudes of a group of university students and some variables. Educational Administration: Theory and Practice, 45(45), 37-59.
  • Buyukkaragoz, S., & Ure, O. (1994). Research on the democratic attitudes of students in teacher-training higher education institutions. Demokrasi Gündemi, Türk Demokrasi Vakfı Bülteni, 19, 29-41.
  • Card, N. A. (2012). Applied meta-analysis for social science research. New York: The Guilford Press, 7, 9.
  • *Cakmur, E. (2007). The democratic levels of in-class behaviours of teachers who study in primary schools. Master Thesis. Yeditepe University. Istanbul.
  • Cankaya, H. İ. (2011). A study on some factors that affect the attitudes related democracy of the primary school administrators, Gaziantep University Journal of Social Sciences, 10(2), 945-960.
  • Celikkaya, T., & Filoglu, S. (2014). Attitudes of social studies teachers toward value and values education. Educational Sciences: Theory and Practice, 14(4), 1551-1556.
  • *Cetin, C. (2019). Level of democratization of schools according to school administrators’ and teachers’ views. Master Thesis. Gazi University. Ankara.
  • *Ciftci, A. S. & Genc, S. Z. (2016). Primary school teachers opinions about democratic values. International Journal of Language Academy, 4(1), 177-187. http://dx.doi.org/10.18033/ijla.357
  • *Cilasun, A. (2012). The research of democratic awareness in primary schools. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New Jersey: Lawrence.
  • Cooper, H. M. (2009). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage Publications.
  • *Coşkun, M. K. (2011). Investigating levels of democratic attitude of religious culture & moral knowledge teachers in terms of various variables. EKEV Academy Journal, 15(46), 65-73.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Francis Group.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: PEGEM.
  • Doğanay, A. (2009). Değerler eğitimi [Values education]. C. Öztürk (Ed.), Sosyal Bilgiler Öğretimi [Social Studies Teaching] in (p. 226-254). Ankara: Pegem Academy.
  • *Duman, A. O. (2013). The effect of cognitive coaching on academic achivement and democratic attitutes in 7th grade social studies lesson. Master Thesis. Nigde University. Nigde.
  • *Duman, B. (2009). The effect of systematic teaching on student-teachers reflective thinking and democratic attitudes. Master Thesis. Firat University. Elazig.
  • *Dundar, H. (2013). Relationship between values owned by teacher candidates and their democratic attitudes. The Journal of Academic Social Science Studies, 6(2), 367-381.
  • *Elkatmış, M., & Toptaş, V. (2015). Exploration of prospective classroom teachers’ democratic attitudes. Yüzüncü Yıl University Journal of Education, 12(1), 128-144.
  • Ellis, P. D. (2012). The essential guide to effect sizes (5th edition). Cambridge-UK: Cambridge University Press.
  • *Ercoşkun, M. H., & Nalçacı, A. (2008). The investigation of the empathic skills and democratic attitudes of the primary school prospective teacher. Milli Eğitim, 180, 204-215.
  • *Genc, S. Z., & Kalafat, T. (2007). The research on evaluation of prospective teachers' democratic attitudes and problem solving skills according as different variables. Pamukkale Unıversıty Journal of Educatıon, (22), 10-22.
  • *Gomleksiz, M. N., & Çetintaş, S. (2011). Democratic attitudes of prospective teachers (Case of Fırat, Dicle, 7 Aralık, Cumhuriyet and Erzincan Universities). Dicle University Ziya Gökalp Journal of Faculty of Education, (17), 1-14.
  • *Gomleksiz, M. N., & Kan, A. U. (2008). Evaluation of democratic attitudes of teacher candidates enrolled in faculty of education and non-thesis master's programs (Fırat University example). Milli Egitim, 178, 44-64.
  • *Gulmek, M. N. (2012). An analysis of the relationshıp between democratic behaviors of directors and organizational commitment levels of the teachers in primary schools (The case of Zeytinburnu). Master Thesis. Yeditepe University. Istanbul.
  • *Gun, A. C. (2019). Investigation of the relationship between critical thinking tendency and democratic values of primary school teachers. Master Thesis. Onsekiz Mart University. Canakkale.
  • *Gunes, N. (2019). Examination of elementary school classroom teachers’ democratic attitudes in terms of various variables: The case of Batman city. Master Thesis. Mustafa Kemal University. Hatay.
  • *Guven, A., Kaya, R., & Aslan, H. (2014). An examination of pre-service history teachers’ democratic attitudes with regard to different variables. Middle Eastern & African Journal of Educational Research MAJER, 12(Special Issue), 17-31.
  • Halstead, J. M., & Taylor, J. M. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30(2), 169-202. . http://dx.doi.org/10.1080/713657146
  • Harber, C. (2002). Education, democracy and poverty reduction in Africa. Comparative Education, 38 (3),267 - 276.
  • Hartung, J., Knapp, G., & Sinha, B. K. (2008). Statistical meta-analysis with applications. New Jersey: Wiley Publishing Inc.
  • *Inan, H. (2013). The research of democratic attitudes of physical education teachers and teacher candidates according to the different variables. Master Thesis. Abant Izzet Baysal University. Bolu.
  • *Izgar, G. (2013). The effect to democratic manners and behaviors of values education programme which is applied on 8. grades students at the primary school. PhD Dissertation. Konya Necmettin Erbakan University. Konya.
  • Izgar, G. (2017). İnsan hakları, yurttaşlık ve demokrasi ders kitabının yapılandırmacı yaklaşım açısından analizi [The analysis of human rights, citizenship and democracy coursebook from the constructivist perspective]. İlköğretim Online, 16(2), 584-600.
  • *Kahraman, P. B., & Sezer, G. O. (2017). The relation between the democratic attitudes of teacher candidates and their attitudes towards children rights. EJERCongress 2017 Conference Proceedings Book. 11 May-14 May 2017 Pamukkale University.
  • *Karabulut, M. (2019). Determining the democratic attitudes of social studies teachers and analyzing them through variables (sample of Bingöl province). Master Thesis. Firat University. Elazig.
  • *Karadağ, E., Baloğlu, N., & Yalçınkayalar, P. (2006). A study on the relation between democratic attitudes of primary school administrators perceived by the teachers and democratic values of the teachers. Değerler Eğitimi Dergisi, 4(12), 65-82.
  • *Karahan, T. F., Sardogan, M. E., Özkamalı, E., & Dicle, A. N. (2006). Democratic attitude, neurotic tendencies and self actualization in prospective teachers. Hacettepe University Journal of Education, 30, 149-158.
  • *Karakulce, N. (2018). Investigation of primary school principals and classroom teachers' values to the values of educational and democratic guidelines. Master Thesis. Marmara University İstanbul Sabahattin Zaim University. Istanbul.
  • *Karatekin, K., Merey, Z., & Kuş, Z. (2013). Analysis of the democratic attitudes of pre-service teachers and teachers in terms of some variables. Kastamonu University Kastamonu Journal of Education, 21(2), 561-574.
  • Karip, E. (2019) Eğitimi Değiştirmek zorundayız?.TEDMEM, https://tedmem.org/vurus/egitimde-degisimi-degistirmek-zorundayiz, retrieved on 21.03.2021.
  • *Kasaveklioglu, S. (2013). The effect of usage of cooperative learning method in social studies classes of 7th grades on the perceptions of democratic attitudes and human rights with academic achievement. Master Thesis. Gazi University. Ankara.
  • *Kaya, C. (2013). Examining of democratic attitudes of class teachers in classroom management. Master Thesis. Ataturk University. Erzurum.
  • *Kerimgil, S. (2008). The effect of a curriculum based upon constructivist learning on pre-service teachers’ reflective thinking and democratic attitudes. Master Thesis. Firat University. Elazig.
  • *Kiroglu, K. (2013). Is my social studies teacher democratic? Eurasian Journal of Educational Research, 50, 127-142.
  • *Koc, Y. (2008). Determining and comparison of democratic attitudes of physical education teachers according to the different variables. Master Thesis. Abant Izzet Baysal University. Bolu.
  • *Kontaş, H., Selçuk, H. E., & Polat, M. (2016). An investigation on democratic attitudes of secondary school teachers and level of possession of democratic values by the students. The Journal of Academic Social Science Studies, 44, 141-151.
  • *Korkmaz, H. E. (2013). Teacher’ perceptions on the fulfilment of democratic education environment in schools. PhD Dissertation. Yildiz Technical University. Istanbul.
  • *Kose, T. Ç., Azrak, Y., & Bayir, Ö. G. (2020). Examination of the relationship between preservice social studies teachers’ democratic values and attitudes towards today’s world problems. Elementary Education Online, 19(2), 477-490. http://dx.doi.org/10.17051/ilkonline.2020.689680
  • *Kurnaz, A. (2011). The evaluation of the relationship between the creativity levels of the primary school teachers and their democratic attitudes. Master Thesis. Kahramanmaras Sutcu Imam University. Kahramanmaras.
  • *Merey, Z., Kaymakçı, S., & Kılıçoğlu, G. (2011). Democratic attitudes of social sciences teacher candidates in the student council elections (Gazi University example). National Education, 191, 191-209.
  • Ministry of Education. (2018). İlköğretim ve ortaöğretim kurumları haftalık ders çizelgesi [Primary and secondary education institutions weekly course schedule]. http://ttkb.meb.gov.tr/meb_iys_dosyalar/2018_02/21173451_ort_ogrtm_hdc_2018.pdf
  • Moher, D., Liberati, A., Tetzlaff, J., and Altman, D. G., The PRISMA Group (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA Statement. PLoS Medicine, 6 (7): e1000097.
  • Morrison, K. A. (2009). Making teacher education more democratic. Educational Horizons. 87 (2), 102-115.
  • *Nalçacı, A., & Ercoşkun, M. H. (2006). Analyzing of the democratic attitudes of candidates teachers of social knowledge in terms of some changeable. Atatürk University Kâzım Karabekir Journal of Faculty of Education, (14), 241-257.
  • *Nazıroğlu, B., & Çetin, M. (2014). An investigation of the democratic attitudes of students in higher religious education. Hitit University Faculty of Theology Journal, 13(25), 57-91.
  • *Oguz, A. (2011). Teacher candidates' democratic values and understanding of teaching and learning. Değerler Eğitimi Dergisi (Journal of Moral Education), 9(22), 139-160.
  • *Okay, H. H., Kurtaslan, Z., Kutluk, Ö., & Çakırer, S. (2013, January). Evaluation of prospective music teachers democratic attitudes according to different variables. In West East Institue-International Eurasian Academic Conference Proceedings (pp. 2169-0033).
  • Okutan, M. (2010). Democracy education in Turkish Education System, Journal of Human Sciences, 7(1), 938-946.
  • *Onuray Egilmez, H., Egilmez, Ö., & Engür, D. (2018). Democratic perception and attitudes of pre-service music teachers in Turkey. International Journal of Evaluation and Research in Education, 7(2), 100-108.
  • *Oren, A. (2019). Evaluation of principals in secondary education institutions in terms of democratic attitudes and behaviours (Sample of Bolu province). Master Thesis. Abant İzzet Baysal University. Bolu.
  • *Ozbek, B. (2016). Investigation of teachers’ views on the democratic attitudes and behaviours of school administrators. Dicle University Ziya Gökalp Journal of Faculty of Education, 27, 59-70. http://dx.doi.org/10.14582/DUZGEF.677
  • *Ozdas, F., Ekinci, A., & Bindak, R. (2014). Analyzing teachers’ attitudes towards democracy in terms of some variables. Inonu University Journal of the Faculty of Education, 15, 65-81.
  • *Ozdemir, A. (2012). The relation between the democratic manners of the elementary school principles and the perception of organizational commitment of teachers. Master Thesis. Yeditepe University. Istanbul.
  • *Ozer, K. (2019). The relationship of administrator’s democratic attitudes with teacher’s organizational socialization. Master Thesis. Ondokuz Mayis University. Samsun.
  • *Ozer, M. (2004). The effect of social science instruction based on creative drama method toward democratic attitudes and achievement. Master Thesis. Dokuz Eylul University. İzmir.
  • *Ozgun, A. (2019). Evaluation of the effects of critical thinking tendencies of the social sciences teacher candidates to their democratic attitudes in terms of various factors. Master Thesis. Hacı Bektaş Veli University. Nevsehir.
  • *Ozturk, R. (2019). Investigation of democratic attitudes and behaviors of preschool education administrators. Master Thesis. Canakkale Onsekiz Mart University. Canakkale.
  • *Palavan, Ö. (2017). The survey of emphatic tendency and democratic values of primary school teachers. Inonu University Journal of the Faculty of Education, 18(1), 134-150.
  • *Parlak, Y. (2011). Effects of controlled small group discussion on democratic attitudes of students at history courses. Master Thesis. Gazi University. Ankara.
  • Pover, F. C., & Scott, S. E. (2014). Democratic citizenship: responsible life in a free society. School Psychology International, 35(1), 50-66.
  • *Saglam Aktas, G. (2019). Examination of the critical thinking and democratic attitude of teacher candidates. Master Thesis. Mehmet Akif Ersoy University. Burdur.
  • *Sahin, G. (2008). Define the relationship between the democratic attitudes and dogmatic attitudes of primary school teachers, teachers in primary school mastering in a branch. Master Thesis. Yeditepe University. Istanbul.
  • *Sahiner, D. G. S. (2008). The effect of social science instruction based on active learning method toward democratic attitudes and achievement. Master Thesis. Dokuz Eylul University. Izmir.
  • *Sarac, G. (2019). The relation of the democratic attitudes of school principals with teachers’ perception of organizational trust. Master Thesis. Ondokuz Mayis University. Samsun.
  • *Saracaloğlu, A. S., Uça, S., Başara Baydilek, N. & Coşkun, N. (2013). Analysis of the democratic attitudes and value perceptions of pre-service teachers. Adnan Menderes University Journal of Educational Sciences, 4(1), 45-59.
  • *Seker, G. (2010). The level of ability to adopt and apply organizational democracy to primary schools according to perceptions of teachers and administrators. Master Thesis. Yuzuncu Yil University. Van.
  • *Selcioglu Demirsoz, E. (2010). The effects of the creative drama on the democratic attitudes, metacognitive awareness and emotional intelligence abilities of the teacher trainees. PhD Dissertation. Dokuz Eylul University. Izmir.
  • *Simsek, U., Doymuş, K., & Karaçöp, A. (2009). The effects of jigsaw and learning together techniques on the democratic attitudes of the higher education students. Atatürk University Journal of Social Sciences Institute, 13(1), 167-176.
  • *Sönmez Ektem, I. & Sünbül, A. M. (2011). A study into the democratic attitudes of the prospective teachers. Selçuk Üniversitesi Ahmet Keleşoğlu Journal of Education Faculty, 31, 159-168.
  • *Tarim, K. (2020). The relationship between classroom teachers' ethical orientations, democratic attitudes and attitudes towards profession. PhD Dissertation. Gazi University. Ankara.
  • *Tekin, M., Yıldız, M., Lok, S. & Tasgin, Ö. (2009). Investigation of the democratic approach levels of the teacher candidates who study at physical education and sport academy according to various variabilities. Nigde University Journal of Physical Education and Sport Sciences, 3(3), 204-212.
  • *Telatar, S. (2012). Analysis of the relationship between the democratic attitude and personal features of teachers who work in primary schools (Anatolian side of Istanbul). Master Thesis. Yeditepe University. Istanbul.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • *Tican, C. (2013). The effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes and academic achievement. PhD Dissertation. Gazi University. Ankara.
  • *Tokgoz, A. (2019). Investigation of the relationship between perception of organizational democracy and job stress level of administrators and teachers. Master Thesis. Burdur Mehmet Akif Ersoy University. Burdur.
  • *Uğur, A. K. I. N., & Özdemir, M. (2009). The examination of teacher candidates’ democratic values in terms of various variables: The case of Faculty of Educational Sciences. Ankara University Journal of Education Sciences Faculty, 42(2), 183-198.
  • *Uluçınar, U. (2012). Prediction levels of preservice teachers' critical thinking dispositions on democratic values. Master Thesis. Eskisehir Osmangazi University. Eskisehir.
  • *Ural, S. N. (2010). Democratic attitudes and empathy to primary school students level of influence of social science courses. Master Thesis. Sakarya University. Sakarya.
  • *Ustun, G. (2011). Examining the relationship between reflective thinking tendencies and democratic attitude of classroom teachers. Master Thesis. Marmara University. Istanbul.
  • Van Engen, M. L., & Willemsen, T. M. (2004). Sex and leadership styles: A meta-analysis of research published in the 1990s. Psychological Reports, 94(1), 3-18.
  • Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.
  • *Yalcin, G. (2007). Teacher and student opinions regarding the democraticity of the behavior of secondary education teachers In classroom management (Malatya province example). Master Thesis. Inonu University. Burdur.
  • *Yalcin Durmus, G., & Demirtas, H. (2009). Teachers’ and students’ views about the high school teachers’ democratic classroom management behaviors. Ondokuz Mayis University Journal of Education, 28(1), 121-138.
  • *Yasar Ekici, F. (2014). Examining the relationship between democratic attitudes and demographic characteristics of the prospective teachers. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(11), 593-602.
  • *Yavuz Tabak, B. (2017). Determining opinions on democratic school culture in schools. PhD Dissertation. Gazi University. Ankara.
  • Yesil, R. (2002). Okul ve ailede insan hakları ve demokrasi eğitimi [Human rights and democracy education in school and family]. Ankara: Nobel Pub.
  • *Yılmaz, K. (2009). The study of primary school teachers democratic attitudes according to perceived parental attitudes and some demographic variables. Master Thesis. Maltepe University. Istanbul.
  • *Yiğit, E. Ö., & Çolak, K. (2010). Democratic attitudes of social studies pre-service teachers. The International Journal of Research in Teacher Education, 1(4), 82-95.
  • *Yogurtcu, A. (2010). Evaluation of secondary school students’ attitudes towards democracy (Erzincan case ). Master Thesis. Erzincan University. Erzincan.
  • *Yurtseven, R. (2003). The democratic attitudes of the teachers working in secondary education schools. Master Thesis. Cukurova University. Adana.
  • *Zehir Topkaya, E., & Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions: A case of pre-service English language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 3.
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Sultan Selen Kula 0000-0002-1614-3431

Tufan Aytaç Bu kişi benim 0000-0002-6103-3530

Yayımlanma Tarihi 31 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Kula, S. S., & Aytaç, T. (2022). Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study. International Journal of Psychology and Educational Studies, 9(1), 244-261.