Volume 13 Issue 1 (2024)

School Citizenship, Definition and Types: A Conceptualization in the Context of Organizational Citizenship System

pp. 73-99  |  Published Online: August 2024  |  DOI: 10.22521/unibulletin.2024.131.6

Ali Faruk Yaylacı

Abstract

Background/purpose. In the field of educational management, different approaches and models have been developed to improve the success and quality of educational organizations. However, there is still a need for approaches that are appropriate to the unique characteristics of educational organizations. The concept of “organizational citizenship,” inspired by the relationship between the state and the citizen, can make important contributions to this need.

Materials/methods. This paper, which is a theoretical and conceptual discussion aims to outline the concept of school citizenship, thus offering a proposal for a new approach in the field of educational administration based on the organizational citizenship system. It also aims to define school citizenship, types of school citizens, and the school citizenship contract within this context. Adopting organizational citizenship as a central concept, this analysis is expected to contribute to the creation of a meaningful ground for the restructuring of the school as an educational institution.

Results. This paper attempts to draw the general framework of school citizenship on the basis of organizational citizenship understanding, in which school citizenship is defined, its different types explained, and the general characteristics and stages of the school citizenship contract are discussed. This paper also aims to outline school citizenship based on the organizational citizenship system, with school citizenship types defined and the school citizenship contract emphasized.

Keywords: Organizational citizenship behaviors, civic citizenship, school management, educational management

References

Agung, I., Capnary, M. C., Zuhdi, W., Sofyatiningrum, E., Hidayati, S., Ahmad, I., & Iskandar, M. L. (2022). Impact of learning from home on mental emotional conditions, psychological wellbeing, and student learning outcomes: A case study. Journal of Management Information & Decision Sciences, 25(SI-2). https://www.abacademies.org/articles/impact-of-learning-from-home-on-mental-emotional-conditions-psychological-wellbeing-and-student-learning-outcomes-a-case-study-13431.html

Ağa Yıldız, V., & Kılıç, D. (2020, April 15-18). İlkokul öğrenci velilerinin eğitim ve okullara ilişkin beklentileri [Expectations of parents of primary school students regarding education and schools] [Conference presentation]. Uluslararası Pegem Eğitim Kongresi (IPCEDU - 2020).

Ağın, E. (2020). Okulun kurumsal habitusunda disiplinci söylem ve pratikler [Disciplinary discourses and practices in school’s institutional habitus]. Mülkiye Dergisi, 44(4), 711-746. https://dergipark.org.tr/tr/pub/mulkiye/issue/60187/873190

Akbaş, İ., Tümer Kabadayı, E., Çavdar Aksoy, N., & Koçak Alan, A. (2023). Müşteri vatandaşlık davranışı üzerine bir literatür incelemesi [A literature review on customer citizenship behavior]. Anadolu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 24(1), 151-169. https://doi.org/10.53443/anadoluibfd.1179762

Aslanargun, E. (2015). Teachers’ expectations and school administration: Keys of better communication in schools. Eurasian Journal of Educational Research, 60, 17-34. https://dergipark.org.tr/en/pub/ejer/issue/5166/70236

Aydoğan, İ. (2015). Türkiye’nin eğitim paradigması ve yeni paradigma oluşturma zorunluluğu üzerine [About Turkish educational paradigm and the necessity for forming a new paradigm]. TYB Akademi, 13, 25-37.

Ayna, Y., & Deniz, L. (2022). Ücretli öğretmenlik: Bir metafor çalışması [Paid teaching: A metaphor study]. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 4(1), 53-71. https://doi.org/10.51119/ereegf.2022.22.

Bağcı, Z. Ç. (2019). Özel okul velilerinin okuldan beklentilerinin incelenmesi [Investigation of the parents expectations from private school] [Master’s thesis, Mersin University, Türkiye. https://acikerisim.mersin.edu.tr/handle/20.500.14114/210

Baker, L. R., Phelan, S., Woods, N. N., Boyd, V. A., Rowland, P., & Ng, S. L. (2021). Re‑envisioning paradigms of education: towards awareness, alignment, and pluralism. Advances in Health Sciences Education, 26, 1045-1058. https://doi.org/10.1007/s10459-021-10036-z

Bektaş, K., Şirin, B., & Sirem, Ö. (2022). Millî Eğitim Bakanlığı mevzuatına göre öğrenci ahlakının incelenmesi [Examination of student ethics according to Ministry of National Education legislation] Millî Eğitim, 51(234), 1381-1394. https://doi.org/10.37669 milliegitim.822078

Bennouna, C., Seff, I., & Stark, L. (2023). How schools and other public services in the US can promote refugee integration. Forced Migration Review, 71, 22-25. https://www.fmreview.org/issue71/bennouna-stark-seff/

Benton, J. F. (2023). How Community School Members Discuss Power: A Case Study. The Urban Review, 56, 313-348. https://doi.org/10.1007/s11256-023-00677-2

Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75-87. https://doi.org/10.1111/ejed.12109

Blanch Nougues, J. (2020). Una Aproximación A La Naturaleza De La Ciudadanía En La Antigua Roma [An approach to the nature of citizenship in ancient Rome]. Ankara Üniversitesi Hukuk Fakültesi Dergisi, 69(2), 939-952.

Börklüoğlu, L. (2016). Ulus Devlet-yurttaşlık ilişkileri karşısında küresel bir tavır alış: kozmopolitanizm [A global attitude against nation state-citizenship]. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3)117-130. http://dx.doi.org/10.7827/TurkishStudies.9807

Bulut, Ş. (2019). Modelleme ve esinlenme temalı yönetsel ilişki profillerinin değerlendirilmesi: Türk milli eğitim mevzuatı örneği [The evaluation of administrative relations within themes of modeling and inspirational interaction: The case of Turkish national education legislation] [Master’s thesis]. İstanbul University.

Byrne, C. (2011). Freirean critical pedagogy’s challenge to interfaith education: what is interfaith? What is education? British Journal of Religious Education, 33(1), 47-60. https://doi.org/10.1080/01416200.2011.523524

Cebiroğlu, K., Kılınçaslan, N., Çetin, K., & Apaka, N. (2023). Ücretli öğretmenlerin kadrolu öğretmen ve okul yöneticileriyle ilişkileri üzerine nitel bir araştırma [A qualitative study on the relationship of paid teachers with staff teachers and school administrators]. Balkan ve Yakın Doğu Sosyal Bilimler Dergisi, 09(03), 48-64. http://ibaness.org/bnejss/2023_09_03/08_Cebiroglu_et_al.pdf

Charbonneau, S., DeLeyer-Tiarks, J., Caterino, L. C., & Bray, M. (2022). A meta-analysis of school-based interventions for student refugees, migrants, and immigrants. Journal of Prevention & Intervention in the Community, 50(4), 434-449. https://doi.org/10.1080/10852352.2021.1935190

Checkosky Maher, T. (2011) Defining education. The Journal of Continuing Higher Education, 59(2), 108-109. https://doi.org/10.1080/07377363.2011.583184

Cheng, Y.-C., & Mok, M.-C. (2007). School-based management and paradigm shift in education: an empirical study. International Journal of Educational Management, 21(6), 517-542. https://doi.org/10.1108/09513540710780046

Cohen, A. (2020). Typologies of citizenship and civic education: From ideal types to a reflective tool In A. Peterson, G. Stahl, & H. Soong (Eds), The Palgrave handbook of citizenship and education (pp. 1029-1046). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-67828-3_43

Çakır, T. (2006). John Dewey’in eğitim felsefesi bağlamında “eğitim hakkı” ve günümüz eğitim sistemine eleştirel bir bakış [A critical evaluation of the “education right” and of the current educational system within the context of John Dewey’s philosophy of education]. Kaygı Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 6, 30-36. http://hdl.handle.net/11452/16580

Çakmaklı, D. (2023). Vatandaşlığın dönüşümü: Türkiye’de farklı vatandaşlık normlarına eğilimler [Citizenship transforming: Support for different citizenship norms in Turkey]. Akdeniz İİBF Dergisi, 23(1) 111-122. https://doi.org/10.25294/auiibfd.1217378

Çevik, M. S., & Erçetin, Ş. Ş. (2023). Ortaöğretim öğrencilerinin vatandaşlık algılarının mekânsal analiz yöntemiyle incelenmesi [Investigation of high school students’ perceptions of citizenship by spatial analysis method]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 43(2), 1349-1385. https://doi.org/10.17152/gefad.1191394

Çınkır, Ş., & Kurum, G. (2017). To be appointed or not to be appointed: The problems of paid teachers. Journal of Qualitative Research in Education, 5(3), 9-35. https://doi.org/10.14689/issn.2148- 2624.1.5c3s1m

Davila, L. T. (2021). Newcomer refugee and immigrant youth negotiate transnational civic learning and participation in school. British Educational Research Journal, 47(4), 855-871. https://doi.org/10.1002/berj.3702

Demir, M. (2013). Eğitimci olmayan hizmetli personelin örtük program çerçevesinde öğrencilerin duyuşsal gelişimine olan etkisinin incelenmesi [The effects of non-academic staff on the affective improvement of the students in terms of hidden curriculum] [Master’s thesis, Kilis 7 Aralık University]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=xFVw63DYXgBESYxng-lRBQ&no=5XcAXE2VimkhFfomkXtXVw

Doğan, H. İ., & Aydın, M. (2023). Öğretmen adaylarının ücretli öğretmen kavramına ilişkin metaforik algıları [Metaphorical perceptions of teacher candidates on the concept of paid teacher]. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 79-107. https://doi.org/10.33711/yyuefd.1116444

Duman, D., & Doğdu, M (2010). 1930-1950 dönemi çocuk dergilerinde yurttaşlık bilinci gelişimi kapsamında ulus-devlet algısının sağlanması: “Türk çocuğu-cumhuriyet çocuğu” [Ensuring the perception of the nation-state within the scope of civic awareness development in children’s magazines of the 1930-1950 period: “Turkish child-republic child”]. Çağdaş Türkiye Tarihi Araştırmaları Dergisi, 9(20), 157-170. https://dergipark.org.tr/en/pub/cttad/issue/25241/266902

Eger, L., Egerová, D., & Pisoňová, M. (2018). Assessment of school image. Center for Educational Policy Studies Journal, 8(2), 97-122. https://doi.org/10.26529/cepsj.546

Eren, E. (2020). 1960 sonrası türk eğitim politikalarında eğitim ve öğrenim hakkı ve ödevi [The right to education in the context of Turkish education policies]. Mülkiye Dergisi, 44(4), 679-709. https://dergipark.org.tr/tr/pub/mulkiye/issue/60187/873174

Erçetin, Ş. Ş., Akbaşlı, S., & Baysülen, E. (2020). Yönetici ve öğretmenlerin öğrencilerden beklentileri ve öğrencilerin bu beklentileri algılayış biçimleri [Managers’ and teachers’ expectations from students and students’ perception of these expectations]. OPUS, Uluslararası Toplum Araştırmaları Dergisi, 10(16), 5941-5954. https://doi.org/10.26466/opus.705266

Geboers, E., Geijsel, F., Admiraal, W., & Ten Dam, G. (2014). Typology of student citizenship. European Journal of Education, 49(4), 514-528. https://doi.org/10.1111/ejed.12091

Graham, J. W. (1995). Leadership, moral development, and citizenship behavior. Business Ethics Quarterly, 5(1), 43-54. https://doi.org/10.2307/3857271

Graham, J. W., & Van Dyne, L. (2006). Gathering information and exercising influence: Two forms of civic virtue organizational citizenship behavior. Employee Responsibilities and Rights Journal, 18(2), 89-109. https://doi.org/10.1007/s10672-006-9007-x

Gordon, M. F., & Seashore Louis, K. (2009). Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education, 116(1), 1-31. https://doi.org/10.1086/605098

Göksoy, S., & Sarıoğlu, S. (2020). Okul yöneticilerinin sahip olduğu yeterlikler ile kurumun beklediği yeterlikler arasındaki uyum [Compliance between the competencies of school administrators and the competencies expected by the institution]. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(1), 195-213. https://doi.org/10.23863/kalem.2020.154

Gündüz, M. (2013). Modern Eğitimin Doğuşu ve Alternatif Eğitim Paradigmaları [Emergence of modern education and other education paradigms]. Bayburt Üniversitesi Eğitim Fakültesi Dergisi, Eğitim Felsefesi Özel Sayı-I, 67-80.

Hamarat, E. (2019). 21. Yüzyıl becerileri odağında Türkiye’nin eğitim politikaları [Turkey’s education policies focusing on 21st century skills]. SETA: Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı. https://setav.org/assets/uploads/2019/04/272A.pdf

Helling, M. K. (1996). School-home communication and parental expectations. The School Community Journal, 6(1), 81-99. http://www.adi.org/journal/ss96/HellingSpring1996.pdf

Ho, E. L.-E. (2016). Incongruent migration categorisations and competing citizenship claims: ‘return’ and hypermigration in transnational migration circuits. Journal of Ethnic and Migration Studies, 42(14), 2370-2385. http://dx.doi.org/10.1080/1369183X.2016.1205802

Hooghe, M., Oser, J., & Marien, S. (2016). A comparative analysis of ‘good citizenship’: A latent class analysis of adolescents’ citizenship norms in 38 countries. International Political Science Review, 37(1), 115-129. https://doi.org/10.1177/0192512114541562

Iija, V. E. (2011). An analysis of the concept of citizenship: Legal, political and social dimensions [Master’s thesis, University of Helsinki, Finland. http://hdl.handle.net/10138/29256

Isin, E. F. 2009. Citizenship in flux: The figure of the activist citizen. Subjectivity, 29(1), 367-388. https://doi.org/10.1057/sub.2009.25

İğde, H. (2021). Öğretmen beklentisi fenomeni üzerine bir derleme çalışması [A Review Study on the Phenomenon of Teacher Expectation]. Türk Eğitim Bilimleri Dergisi, 19(2), 1366-1390. https://doi.org/10.37217/tebd.988678

Jamali, D. (2005). Changing management paradigms: implications for educational institutions. Journal of Management Development, 24(2), 104-115. https://doi.org/10.1108/02621710510579473

Kankaanpää, R., Aalto, S., Vänskä, M., Lepistö, R., Punamäki, R.-L., Soye, E., Watters, C., Andersen, A., Hilden, P. K., Derluyn, I., Verelst, A., & Peltonen, K. (2022). Effectiveness of psychosocial school interventions in Finnish schools for refugee and immigrant children, “Refugees Well School” in Finland (RWS-FI): a protocol for a cluster randomized controlled trial. Trials, 23(1), Article 79. https://doi.org/10.1186/s13063-021-05715-6

Karakütük, K., & Özdoğan Özbal, E. (2019). Eğitim yöneticilerinin yaşadıkları sorunlar ile sorun çözmede kullandıkları teknikler [Problems, problem solving techniques of educational administrators]. Millî Eğitim, 48(223), 33-60. https://dergipark.org.tr/en/download/article-file/789617

Kartal, F. (Ed.) (2010). Dışlayıcı bir kurum olarak yurttaşlığın evrimi: Polisten küresel düzene Yurttaşlık tartışmaları: Yeni yaklaşımlar [The evolution of citizenship as an exclusionary institution: From police to global order. Citizenship debates: New approaches]. In F. Kartal (Ed.), Yurttaşlık Tartışmaları: Yeni Yaklaşımlar [Citizenship Debates: New Approaches] (pp. 11-55). Todaie.

Kavaklı F., & Gül İ. (2021). Öğretmenlerin istihdam şekillerine göre iş doyum düzeyleri ile iş performansları arasındaki ilişki [The relationship between teachers’ job satisfaction levels and job performances according to their employment types]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 191-205. https://dergipark.org.tr/en/pub/omuefd/issue/62535/797239

Kaya, S., & Kaya, F. (2016). İlköğretim I. ve II. kademe öğrencilerinin okulları hakkındaki düşünceleri [The opinions of primary and secondary stage primary school pupils about their school]. Millî Eğitim, 45(209), 47-58. https://dergipark.org.tr/en/pub/milliegitim/issue/36141/406064

Kilicoglu, G., & Kilicoglu, D. (2020). The birth of a new paradigm: Rethinking education and school leadership with a metamodern ‘lens’. Studies in Philosophy Education, 39, 493-514. https://doi.org/10.1007/s11217-019-09690-z

Lindgren, C. E. (2013, October 2-3). The evolution of the educational paradigm [Conference presentation, World Academy Forum on Global Higher Education, University of California, Berkeley]. https://www.worldacademy.org/files/UCB/The_Evolution_of_the_Educational_Paradigm_by_C.E.Lindgren.pdf

Mejia, A., & Filus, A. (2018). Exploring predictors of impact of school-based management in rural Mexico: Do student engagement, teacher attitudes and parent involvement predict better academic outcomes? International Journal of Educational Research, 88, 95-108. https://doi.org/10.1016/j.ijer.2018.01.010

Mitchell, R. (2017). Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia. International Journal of Educational Development, 55, 49-55. http://dx.doi.org/10.1016/j.ijedudev.2017.05.005

Molobela, T., & Uwizeyimana, D. E. (2023). New public management and post-new public management paradigms: Deconstruction and reconfiguration of the South African public administration. International Journal of Research in Business and Social Science, 12(8), 327-334. https://doi.org/10.20525/ijrbs.v12i8.2941

Organ, D. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington.

Osmanoğlu, A. E., & Yaşa, R. (2018). Lise öğrencilerinin okul ortamından beklentileri [High school students’ expectations from the school environment]. Turkish Studies, 13(19), 1291-1312. http://dx.doi.org/10.7827/TurkishStudies.13786

Oviawe, J. (2016). How to rediscover the ubuntu paradigm in education. International Review of Education, 62, 1-10. https://doi.org/10.1007/s11159-016-9545-x

Öğülmüş, K., Yıldırım, N., & Aslan, G. (2013). Ücretli öğretmenlerin görevlerini yaparken karşılaştıkları sorunlar ve ücretli öğretmenlik uygulamasının okul yöneticilerince değerlendirilmesi [Analysis of the issues faced by the substitute teachers and an evaluation of the practice of substitute teaching from the perspective of school administrators ]. İlköğretim Online, 12(4), 1086-1099. https://dergipark.org.tr/en/pub/ilkonline/issue/8583/106610

Özel, D., & Erdur-Baker, Ö (2023). Struggles of refugee-receiving schools in Turkey. Social Sciences, 12(4), Article 231. https://doi.org/10.3390/socsci12040231

Özel, E. (2014). Sosyal bilgiler öğretmenlerinin velilerden akademik beklentileri üzerine bir araştırma [A Study on Social Studies Teachers’ Academic Expectations from Parents]. Turkish Studies, 9(2), 1227-1238. http://dx.doi.org/10.7827/TurkishStudies.6085

Özkan, I. (2019). Yeni vatandaşlık türleri: Çağdaş bir tipoloji mi? [New Citizenship Types: Is it a Contemporary Typology]. D.E.Ü. Hukuk Fakültesi Dergisi, 21(Özel Sayı [special issue]), 2205-2251.

Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26(3), 513-563. https://doi.org/10.1177/014920630002600307

Psunder, M. (2005). How effective is school discipline in preparing students to become responsible citizens? Slovenian teachers’ and students’ views. Teaching and Teacher Education, 21(3), 273-286. https://doi.org/10.1016/j.tate.2005.01.005

Pugacheva, N., Kirillova, T., Kirillova, O., Luchinina, A., Korolyuk, I., & Lunev, A. (2020). Digital paradigm in educational management: The case of construction education based on emerging technologies. International Journal of Emerging Technologies in Learning, 15(13), 96-115. https://doi.org/10.3991/ijet.v15i13.14663

Rodney, B. D. (2020). Understanding the paradigm shift in education in the twenty-first century: The role of technology and the Internet of Things. Worldwide Hospitality and Tourism Themes, 12(1), 35-47. https://doi.org/10.1108/WHATT-10-2019-0068

Rüsselbæk Hansen, D., & Phelan, A. M. (2019). Taste for democracy: A critique of the mechanical paradigm in education. Research in Education, 103(1), 34-48. https://doi.org/10.1177/0034523719836671

Sağbaş, N. Ö., & Özdemir, M. (2021). Türk eğitim sistemindeki kozmik yapının felsefesi. [Philosophy of cosmic structure in the Turkish education system]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 54(3), 921-945. https://doi.org/10.30964/auebfd.724099

Scribner, S. M. P., & Fernández, E. (2017). Organizational Politics of Parental Engagement: The Intersections of School Reform, Anti-Immigration Policies, and Latinx Parent Organizing. Educational Policy, 31(6) 895-920. https://doi.org/10.1177/0895904817719

Sharma, S. (2013). Three Paradigms in Management: American, Japanese And Indian. International Journal of Organization Theory and Behavior, 16(1), 30-41. https://doi.org/10.1108/IJOTB-16-01-2013-B002

Strauss, L. (2006). Liberal Eğitim Nedir? [What is Liberal Education?]. Kaygı, Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 7, 121-126.

Şahbudak. E., & Ayan, S. (2011). Akademik camiada yurttaşlık algısı ve bilinci: Cumhuriyet Üniversitesi Ögretim üyeleri örneginde [Perception and consciousness of citizenship in academia: Sample of Cumhuriyet University]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 35(2), 107-130. https://dergipark.org.tr/en/download/article-file/49868

Tomozii, S. E., & Topola, I. (2014). Why do we need to change the educational paradigms? Procedia - Social and Behavioral Sciences, 142, 586-591 https://doi.org/10.1016/j.sbspro.2014.07.670

Turner, B. S. (2021). Contemporary citizenship: Four types. Journal of Citizenship and Globalisation Studies, 1(1), 10-23. https://doi.org/10.1515/jcgs-2017-0002

Turner, K. (2021). Big ideas in education: Quantum mechanics and education paradigms. Educational Philosophy and Theory, 53(6), 578-587. https://doi.org/10.1080/00131857.2020.1798757

Ünver, A. (2019). Devlet okulları yöneticilerinin okullarda görev yapan hizmetli personelden memnuniyet durumları ve beklentileri [School Managers’ Satisfaction and Expectations from Servant Staff in State Schools] [Master’s thesis, Akdeniz University]. http://acikerisim.akdeniz.edu.tr/handle/123456789/4784

Yavuz, B. (2011). İlköğretim Okullarında Hizmetli Personelin Çalışma Koşulları ve Hizmetlerin Gerçekleşme Düzeyi [Working conditions of custodial staff and provision of custodial services in primary schools] [Master’s thesis]. Gazi University, Türkiye.

Yaylacı, A. F. (2004). İlköğretim okulu yönetici ve öğretmenlerinin örgütsel yurttaşlık davranışları [Organizational citizenship behaviors of primary school administrators and teachers] [Doctoral dissertation, Ankara University. Türkiye]. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=8YXuTxqpf5C7UVhHoWAGrQ&no=mUef1o7tskelBG0fVbrtYg

Yaylacı, A. F. (2011). Örgütsel yurttaşlık sistemi [Organizational citizenship system]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 4(1), 73-92. https://dergipark.org.tr/en/pub/usaksosbil/issue/21649/232746

Yaylacı, A. F. (2015). Eğitim örgütleri için yeni yapı önerisi: Örgütsel yurttaşlık sistemine ilişkin bir kavramsallaştırma girişimi [New structure proposal for educational organizations: A conceptualization attempt for organizational citizenship system] In İ. Aydın & Ş. Çınkır (Eds.), Prof. Dr. İbrahim Ethem Başaran’a Armağan. Pegem Akademi.

Yaylacı, A. F. (2016b). Rights and responsibilities of teachers and parents as school citizens: A qualitative study based on organizational citizenship. Education, 137(2), 233-247. https://www.ingentaconnect.com/contentone/prin/ed/2016/00000137/00000002/art00012

Yaylacı, A. F. (2021). Türkiye’de Örgütsel Yurttaşlık (Vatandaşlık) Çalışmaları Bağlamında Eğitim Örgütleri İçin Makbul Yurttaş Arayışı [The search for acceptable citizens for educational organizations in the context of organizational citizenship studies in Türkiye]. In İ. Aydın & Ş. Çınkır (Eds.), Prof. Dr. İnayet Aydın’a Armağan (pp. 435-452.) Pegem Akademi.

Yılmaz, M. (2018). Ücretli ögretmenlerin karşılaştıkları sorunlar [The challenges that substitute teachers face]. Akdeniz Eğitim Araştırmaları Dergisi, 12(25), 102-116. https://doi.org/10.29329/mjer.2018.153.6

Yolsal Murteza, E. (2023). Çocuk Haklarının Kısa Felsefi Tarihinde ‘Çocuklar için Felsefe’ [‘Philosophy for children’ in a brief philosophical history of children’s rights]. Bursa Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi Kaygı, 22(3), 681-702. https://doi.org/10.20981/kaygi.1348297

 

Announcement

UNIBULLETIN News!

► New issue coming soon! (Volume 13 Issue 2, 2024)

Call for Papers

UNIBULLETIN is calling for submissions. Authors are invited to submit papers from the all fields of the Education (General) and Social Sciences (General) in the international context. All submissions should be presented only in English.