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Creative Teaching: A Conceptual Framework
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Volume 15 Issue 4 February - April 2022

Research Paper

The Role of Distance Education in Teachers' Work-Life Balance

Ayhan Kandemir* , Şenay Sezgin Nartgün**

* Ministry of National Education, Bolu, Turkey.

** Department of Educational Sciences of the Faculty of Education, Bolu Abant izzet Baysal University, Bolu, Turkey.

Kandemir, A., and Nartgün, Ş. S. (2022). The Role of Distance Education in Teachers' Work-Life Balance. i-manager’s Journal on Educational Psychology, 15(4), 1-21. https://doi.org/10.26634/jpsy.15.4.18646

Abstract

This study aims to determine the role of distance education in teachers' work-life balance. The population of the study consisted of 65 teachers working in public schools in the center of Bolu, Turkey in the second semester of the academic year 2020–2021 in primary, secondary, and high schools. Data was collected using interview questions which were prepared by the researchers. The phenomenological method, which is one of the qualitative research methods, was used in the study, and the data obtained were analyzed using descriptive analysis and content analysis. The study concluded that distance education, in general, hurts teachers' family relationships and leads to role conflict among teachers. In addition, distance education negatively affects teachers' school-family balance, interferes with their family duties and responsibilities, and negatively affects their social relationships and those of their families in general. Based on the findings, suggestions were made such as conducting in-service training seminars for teachers to ensure effective work-life balance and reducing teachers' responsibilities, especially in the area of stationery.

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Research Paper

A Case Study on the Relationship between Narcissistic Personality Tendency and Mobbing Behaviors in School Management

YUSUF* , Binali Tunç, Haci Ismail Arslantas*

*-*** Faculty of Education, Department of Educational Sciences, University of Mersin, Turkey.

Inandi, Y., Tunc, B., and Arslantas, H. I. (2022). A Case Study on the Relationship between Narcissistic Personality Tendency and Mobbing Behaviors in School Management. i-manager’s Journal on Educational Psychology, 15(4), 22-38. https://doi.org/10.26634/jpsy.15.4.18772

Abstract

The research is a relational study aiming to determine the level of relationship between narcissistic personality tendencies and mobbing behaviors of school administrators and vice principals. The study group consists of 230 participants who were working in public schools in Mersin. The participants' narcissistic personality tendencies were determined by the "Narcissistic Personality Tendency Scale" and mobbing behaviors by the "Mobing Scale" and adapted into Turkish. According to the results of the research, while vice principals have a higher need for acceptance and approval, school administrators tend to value themselves. Vice principals apply the behaviors of inhibition about work and career, while school administrators apply mobbing behaviors more about commitment to work. As vice principals are criticized, they show more bullying behaviors. The narcissistic personality tendencies of school administrators significantly predict the behaviors of mobbing in the dimension of "commitment to work". Narcissistic personality tendencies of vice principals significantly predicted all sub-dimensions of mobbing behaviors.

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Adult Learners' Motivators from Instructors' Perceptions: A Case of a Political Science Program in Vietnam

Le Thanh Thao* , Tran Thi Cam Tu, Vo Thi Kim Hue *, Trinh Quoc Lap****

, Can Tho University, Vietnam.

- Ho Chi Minh National Academy of Politics, Vietnam.

Thao, L. T., Tu, T. T. C., Hue, V. T. K., and Lap, T. Q. (2022). Adult Learners' Motivators from Instructors' Perceptions: A Case of a Political Science Program in Vietnam. i-manager’s Journal on Educational Psychology, 15(4), 39-50. https://doi.org/10.26634/jpsy.15.4.18701

Abstract

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and selfinterest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.

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The Development of "Emotional Authenticity Scale": Validity and Reliability Studies

Sena Karakus* , Sinem Evin Akbay, Nezaket Bilge Uzun*

*-*** Mersin University, Turkey

Karakus, S., Akbay, S. E., and Uzun, N. B. (2022). The Development of "Emotional Authenticity Scale": Validity and Reliability Studies. i-manager’s Journal on Educational Psychology, 15(4), 51-63. https://doi.org/10.26634/jpsy.15.4.18833

Abstract

The aim of the present research is to develop a psychometrically qualified measurement tool to find out the emotional authenticity levels of individuals. Taking roots from the rational approach, 53 items were written by the researchers in line with the relevant literature review and the opinions of the experts, and the expert opinion form prepared for these items was sent to 11 experts in order to calculate the content validity indices and ratio. In line with the opinions and suggestions from the experts, a 5-point Likert type trial form was created and applied to 408 individuals. 21.14% of them were found for "authentic behavior", 15.67% for "acceptance of external influence" and finally 15.46% for the "emotional avoidance" factor, respectively. The factor loadings of the scale vary between .41 and .81. In addition, confirmatory factor analysis was performed to test the construct validity of the scale. In line with these results, it can be said that the Emotional Authenticity Scale is a valid and reliable measurement tool.

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Research Paper

The Relationship between Fear of Covid-19 and Life Satisfaction: Coping Strategies with Covid-19 and Perceived Social Support as Mediators

Abdullah Manap* , Cemal Karadaş**

* Batman University, Batman, Turkey.

** Inonu University, Turkey.

Manap, A., and Karadaş, C. (2022). The Relationship between Fear of Covid-19 and Life Satisfaction: Coping Strategies with Covid-19 and Perceived Social Support as Mediators. i-manager’s Journal on Educational Psychology, 15(4), 64-72. https://doi.org/10.26634/jpsy.15.4.18633

Abstract

This study investigated the mediating role of coping strategies and perceived social support in the relationship between fear of COVID-19 and life satisfaction. The study adopted a quantitative approach with a correlational design. The study group included 729 participants, and of these participants, 347 were women (47.6%) and 382 were men (52.4%). To collect the data, a personal information form, multidimensional scale of perceived social support, coping with the pandemic scale and fear of COVID scale, and Life Satisfaction Scale were used. The data were collected online through Google Forms. Before the path analysis, assumptions such as multicollinearity and normality were checked, which showed that the data were suitable for the analysis. Nearly all the correlations between the variables were significant except the one between fear of COVID and life satisfaction. The path analysis suggested that there was no significant association between fear of COVID and life satisfaction. However, the life satisfaction of individuals with fear of COVID increases as they use more coping strategies and perceive a higher level of social support. The current study, conducted on individuals who were lonely with some social and personal problems during the pandemic, will contribute to the literature. Finally, some suggestions were given based on the findings.

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Volume 15 Issue 4 February - April 2022

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* Ministry of National Education, Bolu, Turkey. ** Department of Educational Sciences of the Faculty of Education, Bolu Abant izzet Baysal University, Bolu, Turkey.

Kandemir, A., and Nartgün, Ş. S. (2022). The Role of Distance Education in Teachers' Work-Life Balance. i-manager’s Journal on Educational Psychology, 15(4), 1-21. https://doi.org/10.26634/jpsy.15.4.18646

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YUSUF* , Binali Tunç**, Haci Ismail Arslantas***

*-*** Faculty of Education, Department of Educational Sciences, University of Mersin, Turkey.

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Adult Learners' Motivators from Instructors' Perceptions: A Case of a Political Science Program in Vietnam

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The Development of "Emotional Authenticity Scale": Validity and Reliability Studies

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*-*** Mersin University, Turkey

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The Relationship between Fear of Covid-19 and Life Satisfaction: Coping Strategies with Covid-19 and Perceived Social Support as Mediators

Abdullah Manap* , Cemal Karadaş**

* Batman University, Batman, Turkey. ** Inonu University, Turkey.

Manap, A., and Karadaş, C. (2022). The Relationship between Fear of Covid-19 and Life Satisfaction: Coping Strategies with Covid-19 and Perceived Social Support as Mediators. i-manager’s Journal on Educational Psychology, 15(4), 64-72. https://doi.org/10.26634/jpsy.15.4.18633

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* Ministry of National Education, Bolu, Turkey.

** Department of Educational Sciences of the Faculty of Education, Bolu Abant izzet Baysal University, Bolu, Turkey.

YUSUF* , Binali Tunç, Haci Ismail Arslantas*

Le Thanh Thao* , Tran Thi Cam Tu, Vo Thi Kim Hue *, Trinh Quoc Lap****

, Can Tho University, Vietnam.

- Ho Chi Minh National Academy of Politics, Vietnam.

Sena Karakus* , Sinem Evin Akbay, Nezaket Bilge Uzun*

* Batman University, Batman, Turkey.

** Inonu University, Turkey.