Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleAçık Erişim2026Scopus SJRQ1The role of the 2023 earthquakes in the competencies and critical thinking skills of teacher candidates in Türkiye
Görgülü, Deniz; Cömert, Melike; Demir, Mustafa; Şahin, Çiğdem
Background: The impact of natural disasters on the professional development of teacher candidates has, to date, primarily been investigated in relation to psychological well-being and trauma. Nevertheless, the association between these extreme events and teacher candidates’ personal and professional competencies, as well as their critical thinking skills, remains insufficiently addressed in the literature. In particular, for teacher candidates who directly experienced the 2023 earthquakes in Türkiye, there exists a distinct need for comprehensive research that integrates both quantitative and qualitative methodologies. Methods: This study employed a sequential explanatory mixed-methods design. In the quantitative phase, the Personal-Professional Competencies Perception Scale (PPCPS) and the Critical Thinking Standards Scale (CTSS) were administered to 304 teacher candidates at İnönü University who directly experienced the 2023 earthquakes. In the qualitative phase, semi-structured interviews were conducted with 37 purposively selected participants to contextualize and deepen the quantitative findings. Results: A positive, significant, and strong correlation was found between critical thinking skills and personal and professional competency (r =.657, p <.01). Qualitative findings revealed that in the post-earthquake period, teacher candidates developed positive perceptions of critical thinking, particularly under the themes of developing different perspectives, empathy, and increased awareness; however, the inefficiency of distance education, communication problems, and psychological difficulties negatively affected their perceptions of professional competence. Conclusion: Research findings indicate that the earthquakes had a bidirectional impact on teacher candidates' perceptions of competence and critical thinking. Among these İnönü University teacher candidates, traumatic experiences appeared to enhance cognitive and critical awareness consistent with Post-Traumatic Growth (PTG) theory, while simultaneously weakening teacher candidates’ perceptions of professional competence, owing to distance learning disruptions and psychological challenges. These findings highlight that post-disaster teacher education processes should focus not only on academic sustainability but also on structural arrangements that support critical thinking, psychological resilience, and professional competencies.
- MakaleYalnız künye2025Scopus SJRQ1A psychometric analysis of the artificial intelligence skills scale developed through chat gpt
Görgülü, Deniz; Coşkun, Fatma; Demi̇r, Mustafa; Si̇pahi̇oğlu, Mete
This study aims to examine the psychometric properties of a scale developed to measure teachers’ ability to use artificial intelligence tools in education. The scale was originally proposed as having 33 items across 5 sub-dimensions by Chat GPT-4, an AI system. To establish content validity, the scale form was submitted to expert review. An exploratory factor analysis (EFA) was then conducted on a sample of 347 teachers to determine if the 33-item, 5-subdimensional structure proposed by Chat GPT was confirmed by empirical data. The EFA results supported Chat GPT-4’s proposed structure. A confirmatory factor analysis (CFA) was applied to a new sample of 603 teachers to assess the scale’s validity in an independent sample. The CFA results did not fully support the structure consisting of 33 items and 5 subdimensions proposed by Chat GPT. Reliability was analyzed using Cronbach’s Alpha and test-retest methods.
AtıfScopus5WoS5OpenAlex10
İncele - MakaleAçık Erişim2024A Study on the Reliability and Validity of the Social Media Leadership Scale in Education Organizations Sample
Demir, Mustafa; Görgülü, Deniz
Purpose: In this study, it is aimed to develop a Likert-type scale that can measure the status of managers and employees working in organizations in the context of social media leadership in a sample of educational organizations. Design/Methodology/Approach: The study was conducted on teachers working in schools affiliated with the Ministry of National Education during the 2022–2023 academic year. Expert opinions were sought to ensure the construct validity of the scale. The content validity rates of the items were determined, and the content validity index of the scale was calculated as 0.88. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to test the validity of the scale. KMO and Bartlett tests were used to determine the suitability of the obtained data for factor analysis. The EFA revealed that the scale had a 5-factor structure, which was then confirmed by the CFA. The CFA results were supported by acceptable and excellent fit values. The conformity and validity of the scale and the correlation between the factors were calculated. The internal consistency reliability coefficient was used to determine the reliability of the scale. After the aforementioned procedures, the Social Media Leadership Scale (SMLLS) was developed. The SMLLS consists of 24 items with 5 factors: guidance, innovation, ethical principles, sensitivity, and awareness. The lowest score on the scale is 24, and the highest score is 120. Findings: The SMLS is a measurement tool developed to determine the leadership levels of social media users. The findings regarding the validity and reliability of the scale indicate that it has sufficient psychometric properties to determine the leadership levels of social media users. Highlights: This scale can be used to assess the current status of teachers and administrators working at various levels within educational institutions in the context of social media leadership.
AtıfOpenAlex1
İncele - MakaleAçık Erişim2024Scopus SJRQ1Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022
Görgülü, Deniz; Coşkun, Fatma; Sipahioğlu, Mete; Demir, Mustafa
Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students’ leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students’ leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the “Shy or Lack of Self-Confidence Group” and the “Active Leader or Influential Group”. In the three-class latent model, students are labeled as the “Moderate or Passive Leader Group”, the “Strong Leader or Influential Group”, and the “Avoidant or Leadership-Uncomfortable Group”. In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.
AtıfScopus2WoS1OpenAlex1
İncele