Work Experience

  • Todate 2016

    Yaşam Boyu Eğitim Temsilcisi

    Yakın Doğu Üniversitesi, İlahiyat Fakültesi

  • 2016 2014

    Öğrenci Dekanlığı Temsilcisi

    Yakın Doğu Üniversitesi, İlahiyat Fakültesi

  • Todate 2011

    Program Koordinatörü

    Yakın Doğu Üniversitesi, İlahiyat Fakültesi

  • 2013 2011

    Fakülte Yönetim Kurulu Üyesi

    Yakın Doğu Üniversitesi, İlahiyat Fakültesi

  • Todate 2011

    Öğrenci Danışmanı

    Yakın Doğu Üniversitesi, İlahiyat Fakültesi

  • Todate 2007

    Öğretim Görevlisi

    Yakın Doğu Üniversitesi, İlahiyat fakültesi

Education & Training

  • Ph.D. ..

    Eğitim Yönetimi,Denetimi,Ekonomisi ve Planlaması

    Yakın Doğu Üniversitesi

  • Master2010

    Eğitim Yönetimi,Denetimi,Ekonomisi ve Planlaması

    Yakın Doğu Üniversitesi

  • Bachelor2005

    Eğitim Yönetimi,Denetimi,Ekonomisi ve Planlaması

    Yakın Doğu Üniversitesi

Honors, Awards and Grants

  • 2012
    Uzaktan eğitim sistemi, uygulamaları ve yaşanan sıkıntılar (Dr. çalışması)
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    Avrupa Birliği Bursu
  • 2007
    Almanca Dil Öğrenimi, Sosyal ve Kültür Etkileşim
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    Alman Kültür Derneği Bursu

Research Projects

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Developing A Research Self Efficacy Scale

Conference Paper Sempozyum: Dünya Eğitim Bilimleri Kongresi (WCES 2010 World Conference on Educational Sciences), Volume /, Issue /, 2010, Pages /

Abstract

Self efficacy, in general, is defined as an individual’s belief regarding how he manages or succeeds to overcome difficulties he would face in the future. Individuals with high self efficacy beliefs are reported to try hard to achieve certain goals and are persistent and patient in solving the problems they are exposed to in the learning process. In research methodology, one of the problems of social sciences researchers while constructing knowledge is the difficulty in the transferability or the application of theoretical knowledge into real problem situations. Low self efficacy in research is thought to be among the basic causes of this difficulty. Doubtless to say, an individual whose perceived self efficacy is high is said to be more effective in the research process. The aim of this study is to develop an Research Efficacy Scale (RES) to explore research related self efficacy levels of the university students. To serve this aim, first, the related literature was scanned and interviews with the university students were conducted in order to reveal their knowledge, skills and beliefs about the basic dimensions of the research process. In this process, using an items-pool formed on the basis of the existing literature and the experts views, an application form of thirty items was prepared. A five point Likert scale was used in the form. High scores show high self efficacy perceptions.The scale was delivered to 310 respondents at a university in Cyprus. Factorial structure of the scale and structural validity were determined by a descriptive factor analysis. According to the results, twelve items that do not contribute to the variance were omitted from the scale. The results of the repeated analysis show that the scale has a one-factor structure consisting of 18 items. Internal validity alpha coefficient of the scale scores is 0,87 ; Spearman Brown split-half relability coefficient is 0,83. For the criteria-based validity of the scale, it is found that there is a negative and statistically significant relationship between the scores of Research Anxiety Scale developed by Büyüköztürk (1996) and RES. A positive and statistically significant relationship is observed between RES and academic achievement. As an evidence for the structural validity, the differences between the scores of those who take a research course and who do not (or those who experience research and who do not ) were looked into. A T-test shows that those who experience research have higher RES scores.


Özet

Self efficacy, in general, is defined as an individual’s belief regarding how he manages or succeeds to overcome difficulties he would face in the future. Individuals with high self efficacy beliefs are reported to try hard to achieve certain goals and are persistent and patient in solving the problems they are exposed to in the learning process. In research methodology, one of the problems of social sciences researchers while constructing knowledge is the difficulty in the transferability or the application of theoretical knowledge into real problem situations. Low self efficacy in research is thought to be among the basic causes of this difficulty. Doubtless to say, an individual whose perceived self efficacy is high is said to be more effective in the research process. The aim of this study is to develop an Research Efficacy Scale (RES) to explore research related self efficacy levels of the university students. To serve this aim, first, the related literature was scanned and interviews with the university students were conducted in order to reveal their knowledge, skills and beliefs about the basic dimensions of the research process. In this process, using an items-pool formed on the basis of the existing literature and the experts views, an application form of thirty items was prepared. A five point Likert scale was used in the form. High scores show high self efficacy perceptions.The scale was delivered to 310 respondents at a university in Cyprus. Factorial structure of the scale and structural validity were determined by a descriptive factor analysis. According to the results, twelve items that do not contribute to the variance were omitted from the scale. The results of the repeated analysis show that the scale has a one-factor structure consisting of 18 items. Internal validity alpha coefficient of the scale scores is 0,87 ; Spearman Brown split-half relability coefficient is 0,83. For the criteria-based validity of the scale, it is found that there is a negative and statistically significant relationship between the scores of Research Anxiety Scale developed by Büyüköztürk (1996) and RES. A positive and statistically significant relationship is observed between RES and academic achievement. As an evidence for the structural validity, the differences between the scores of those who take a research course and who do not (or those who experience research and who do not ) were looked into. A T-test shows that those who experience research have higher RES scores.

E-Üniversite Yönetimi: KKTC'de Uzaktan Eğitim Uygulama Modeli

Conference Paper International Educational Technology Conference, Volume /, Issue /, 2011, Pages /

Abstract

Developments in communications technology together with increased competition within the universities in today’s world have led us to reconsider the services provided in the field of higher education. Adding the demand for remote and distant transfer of knowledge without any time and distance constraints brings out the new era of establishing e-universities based on inertnet benefits. The importance of e-university in TRNC, which has adopted the university sector as one of its main driving forces for economy, is very crucial in regards to existing transport and high cost isolation costs. The need of having contemporary management style for such high tech education institution that will provide alternative ways for graduate and postgraduate education points of the use of project cycle managment as an approach and customized departmentalization as an organizational structure.


Özet

Developments in communications technology together with increased competition within the universities in today’s world have led us to reconsider the services provided in the field of higher education. Adding the demand for remote and distant transfer of knowledge without any time and distance constraints brings out the new era of establishing e-universities based on inertnet benefits. The importance of e-university in TRNC, which has adopted the university sector as one of its main driving forces for economy, is very crucial in regards to existing transport and high cost isolation costs. The need of having contemporary management style for such high tech education institution that will provide alternative ways for graduate and postgraduate education points of the use of project cycle managment as an approach and customized departmentalization as an organizational structure.

CRITICAL REVIEW: THE MODEL FOR DISTANCE EDUCATION MANAGEMENT AND ADMINISTRATION

Conference Paper 11th INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE, Volume I, Issue Volume I, 2011, Pages 210-15

Abstract

In contemporary world, developments in technological field caused the emergence of new instruments and techniques in the fields of education and teaching. With the use of some general purpose technologies primarily internet in the field of education, distance education method emerged, which developed rapidly. In this framework, the concept of distance education, the functions of distance education management and administration in higher education become hot issue in academic agenda. Significantly, the practice of distance education and how it could be effective in management and administration.


Özet

In this framework, the concept of distance education, the functions of distance education management and administration in higher education become hot issue in academic agenda. Significantly, the practice of distance education and how it could be effective in management and administration.

DISTANCE EDUCATION ADMINISTRATION: POLICY, STRATEGY, EVALUATION

Conference Paper International Conference on New Horizons in Education, Guarda, Portugal., Volume /, Issue /, 2011, Pages 333-338

Abstract

With the influence of fast developing technology and globalization, distance education institutions are coming forward as a competitive advantage used on the part of higher education institutions. In our modern world the idea of distance learning is pervading fast and paving the way to the wide spreading of equality of opportunity in education with no limitations of place or time. In this paper we discuss administration in the long distance education institution and we talk about an administration founded on the understanding of participation that supports change based on cooperative learning and working. Policy, strategy, and evaluation have become most important factors when the distance education construct and reconstruct in higher institutions. This paper gives only implications about policy, strategies, evaluation in distance education, that subjects must require to be addressed in practice.


Özet

With the influence of fast developing technology and globalization, distance education institutions are coming forward as a competitive advantage used on the part of higher education institutions. In our modern world the idea of distance learning is pervading fast and paving the way to the wide spreading of equality of opportunity in education with no limitations of place or time. In this paper we discuss administration in the long distance education institution and we talk about an administration founded on the understanding of participation that supports change based on cooperative learning and working. Policy, strategy, and evaluation have become most important factors when the distance education construct and reconstruct in higher institutions. This paper gives only implications about policy, strategies, evaluation in distance education, that subjects must require to be addressed in practice.

YARATICI ÖRGÜT KÜLTÜRÜNÜ OLUŞTURAN YÖNETİCİ TUTUMLARINA İLİŞKİN YÖNETİCİ VE ÖĞRETMEN GÖRÜŞLERİ

Original Article KAZIM KARABEKİR EĞİTİM FAKÜLTESİ DERGİSİ / JOURNAL OF KAZIM KARABEKİR EDUCATION FACULTY, Volume /, Issue 20, 2010, Pages /

Abstract

The purpose of this research was to assess the high education institutions from the viewpoint of the creative organizational culture to determine the efficient and inefficient attitudes of the administrators through the opinions of teachers and administrators and to submit suggestions. The population the research included the administrators, assistant administrator and teachers working in 34 high education schools located in Nicosia of National Education.The sub-population of the research covered 191 teachers and 16 administrators, totally 217 participants. As a data gathering instrument, the questionnaire with two parts was used. In the first part of the questionnaire, there was a personal information related to “sex, seniority, level of education duty variables”. In the second part, there was a scale called “Creative Organizational Cultural Attitudes of Administrators” with 24 items. These two parts applied to 26 high school administrators and 191 teachers working in the high education school as indicated in the sub-population. The gathered data were analysed by “SPSS 13.0 for Windows (statistical package for Social Sciences and statistical procedures; percent, fruquency, t-test, one-way variance analysis, LSD test were used and the level of significance in all of the statistical procedures were accepted as p=0.05.


Özet

Bu çalışmanın amacı; Ortaöğretim kurumlarını yaratıcı örgüt kültürü açısından değerlendirmek, yöneticilerin tutumlarını, yeterlilik ve yetersizliklerini belirlemek, yönetici ve öğretmenlerin görüşlerinden yararlanarak çözüm önerileri geliştirmektir. Araştırmanın evreni, Milli Eğitim Gençlik ve Spor Bakanlığı Lefkoşa sınırları içerisinde bulunan 4 ortaöğretim okulunda görev yapan yönetici (müdür ve müdür yardımcıları) ve öğretmenlerden oluşmaktadır. Araştırmanın örneklemi ise 26 yönetici ve 191 öğretmen olmak üzere toplam 217 katılımcıdan oluşmaktadır. Veri toplama aracı olarak kullanılan anket iki bölümden oluşmaktadır. Birinci bölümde ‘cinsiyet, kıdem, öğrenim durumu, görev’ değişkenlerinden oluşan kişisel bilgi formu, ikinci bölümde ise, 24 maddeden oluşan ‘Yaratıcı Örgüt Kültürünü Oluşturan Yönetici Tutumları’ ölçeği bulunmaktadır. Anket, örneklemdeki 30 ortaöğretim okulu yöneticisine ve 270 öğretmene uygulanmıştır. Elde edilen veriler SPSS 13.0 (Sosyal Bilimler için İstatistik Yazılım Paketi) kullanılarak betimsel istatistik teknikleri, t-testi, tek yönlü varyans analizi (ANOVA), çoklu karşılaştırma (LSD), kullanılarak analiz edilmiştir. Anlamlılık düzeyi p: 0.05 olarak alınmıştır. Ortaöğretim kurumlarımızda yaratıcı örgüt kültürünün ‘orta’ düzeyde var olduğu, istenilen düzeye ulaşabilmesi için Milli Eğitim Bakanlığına ve yöneticilere önemli görevler düştüğü gözlemlenmiştir.

The development of research self-efficacy scale

Original Article Cypriot Journal of Educational Sciences, Volume /, Issue 6, 2011, Pages 22-29

Abstract

The purpose of this research is to develop a scale towards identifying research-related self-efficacies of university students. Research Self-Efficacy Scale (RSS) has been applied to 310 students pursuing academic education at the Near East University (NEU). For structural validity of the Scale, exploratory factor analysis (EFA) was performed. As a result of the EFA, a structure with a single factor composed of 18 items and explaining 31% of the variation has been identified. Structural validity has been especially observed also through the Scale scores of those groups whose properties are known. Analysis results have shown a higher Scale point in favour of those who have taken research methods modules as opposed to those who have not, and those who have previous research experience as opposed to those who do not. The analysis for concurrent validity has produced a significant negative correlation between the Scale scores and the scores of the research anxiety scale, and a significant positive correlation between the Scale scores and perceived academic achievement. The alpha coefficient of the Scale scores is .87 and the split-half reliability coefficient is .85.


Özet

The purpose of this research is to develop a scale towards identifying research-related self-efficacies of university students. Research Self-Efficacy Scale (RSS) has been applied to 310 students pursuing academic education at the Near East University (NEU). For structural validity of the Scale, exploratory factor analysis (EFA) was performed. As a result of the EFA, a structure with a single factor composed of 18 items and explaining 31% of the variation has been identified. Structural validity has been especially observed also through the Scale scores of those groups whose properties are known. Analysis results have shown a higher Scale point in favour of those who have taken research methods modules as opposed to those who have not, and those who have previous research experience as opposed to those who do not. The analysis for concurrent validity has produced a significant negative correlation between the Scale scores and the scores of the research anxiety scale, and a significant positive correlation between the Scale scores and perceived academic achievement. The alpha coefficient of the Scale scores is .87 and the split-half reliability coefficient is .85.

Currrent Teaching

  • 2019 YAZ

    GRADUATION THESIS

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  • 2019 YAZ

    FOREIGN LANGUAGE II (ENGLISH II)

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Teaching History

  • 2018 AKADEMİK YILI

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2017 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2018 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2019 GÜZ

    INTRODUCTION TO EDUCATIONAL SCIENCES

    Öğretmen yetiştirmede temel ders olan Eğitim Bilimlerine Giriş dersi ile öğretmen adaylarının profesyonel olarak eğitim bilimci ya da öğretmen olarak yetişmelerini sağlamak, eğitim bilimlerini ve öğretmenlik mesleğini çeşitli yönleriyle tanıtmaktır. Öğretmen adaylarının eğitime İlişkin temel kavramları tanıma, eğitimin diğer bilimlerle ilişkisini ve öğretmenlik mesleğinin özelliklerini anlamalarını sağlamaktır.

  • 2018 GÜZ

    EDUCATIONAL PSYCHOLOGY

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  • 2018 BAHAR

    DEVELOPMENTAL PSYCHOLOGY

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  • 2017 BAHAR

    TEACHING PRACTICES I

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  • 2018 BAHAR

    TEACHING PRACTICES I

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  • 2018 GÜZ

    COUNSELLING

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  • 2019 GÜZ

    COUNSELLING

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  • 2017 BAHAR

    CLASSROOM MANAGEMENT

    YOK

  • 2018 BAHAR

    CLASSROOM MANAGEMENT

    YOK

  • 2019 BAHAR

    CLASSROOM MANAGEMENT

    YOK

  • 2014 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2015 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2016 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2017 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2018 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2019 BAHAR

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2015 GÜZ

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2016 GÜZ

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2017 GÜZ

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2018 GÜZ

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2019 GÜZ

    FOREIGN LANGUAGE I (ENGLISH I)

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  • 2014 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2015 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2016 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2017 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2018 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2019 BAHAR

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2015 GÜZ

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2016 GÜZ

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2017 GÜZ

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2018 GÜZ

    FOREIGN LANGUAGE II (ENGLISH II)

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  • 2019 GÜZ

    FOREIGN LANGUAGE II (ENGLISH II)

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