09 SES 10 C, Teachers’ and Students’ Competencies and Attitudes
Parallel Paper Session
Teachers have been responsible for teaching and learning process initially because of their interaction with the students. The teachers represent a personality model to students and they can impact the students’ psychological and cognitive state with their behavior and attitude. At this point, the efficiency of the teacher is very important. In many research study shows that the efficiency of the teachers is related to the psychosocial atmosphere of their working place, the level of their requirements that needs to be meet and their professional development. (Glyn, 1982; Clees ve Nabors; 1992; Barr, 2005). In addition, socio-economic-cultural conditions, technological and scientific developments, laws and values, psychical environments and many other factors can affect the teachers’ quality, motivation and performance (Sinclair, 2008; Stipek, 1993; Davis & Wilson, 2000; Zembylas & Papanastasiou, 2005).
Depression is an important construct that can reduce the performance of the teachers in that it is a decisive factor of motivation. Depression can lead to individuals to be passive, having difficulty in starting a new activity, to be reluctant to develop them and working and become less motivated (Quinn, 2002). Therefore, there is a positive linear relationship between motivation and depression (Moon, 2000). In many study, it is pointed out that the depression is widespread among individuals working in organization and its cost to the organization and its negative impact on efficiency of them (Sutherland, 1995; Young & Lambie, 2007).
The depression level of teachers affects their motivation and their efficiency. In addition, the teachers’ depression level has an effect on students in a variety of ways. Therefore, the purpose of this study is to find out their depression level, thinking style and the relationship between them based on Rational Emotive Behaviour Therapy.
Barr, J. (2005). Factors contributed by community organizations tothe motivation of teachers in rural puı pakistan and ımplications for the quality of teaching. İnternational Journal of Educational Development. 25 (3), 333- 348. Beck, A. T. (1961). An inventory for measuring depression. Arch Gen Psychiatry. 4:561-571. Clees, W.J., Nabors, M.L. (1992). Teacher ıncentive programs do they make beter teachers?. Education. 113 (l), 145-148. Davis, J. & Wilson, S. M. (2000). Principals’ efforts to empower teachers: Effects on teacher motivation and job satisfaction and stres. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. Volume 73, Issue 6, Jully 2000, pp:349-353. Glyn, F. (1982). Self understanding: professional growth and the role the teacher counsellor. The Australian Administrator. 3 (1),1-4. Moon, M. J. (2000). Organizational commitment revisited in new pblic management: motivation, organizational culture, sector, and managerial level. Public Performence & Management Review. Vol. 24, No:2, pp177-194. Quinn, B. (2000). Depresyon (Çev.: A. E. Danacı). HBY Yayınları. Sinclair, C. (2008). Initial and Changing student teacher motivation and commintment to teaching. Asia-Pacific Journal of Teacher Education. V.:36, Issue 2, May 2008. pp79-104. Stipek, D. J. (1993). Motivation to learn: Theory to practice (2th ed.) Allyn and Bacon, A Divison of Simon Schuster Inc. Sutherland, V.J. (1995). Stress and the new contract for general pratitioners. Journal of Managerial Psychology. 10(3), 17-28. Şahin, N. H. (1989). Beck Depresyon Envanterinin Üniversite Öğrencileri İçin Geçerliği Güvenirliği, Psikoloji Dergisi, 23, 3-13. Young, M., Lambie, G.W. (2007). Wellness in school and mental health systems: organizational ınfluences. Journal of Humanistic Counseling, Education & Development. Spring. 46(1), 98-113. Zembylas M. Papanastasiou, E. C. (2005). Modeling teacher empoverment: The role of job satisfaction. Vol.: 11, Issue 5, October 2005. pp.433-549.
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