Koç, Hatice Kübra; Peker, Bena Gãœl

The aim of this study was to explore the impact of in-service training provided to English Language Teaching instructors at elementary public schools on their use of Language Learning Strategies for 6th-grade students. To achieve this, a specialized in-service teacher training program focusing on LLS for young learners was designed and delivered to eight ELT teachers from three different secondary public schools in Turkey. Additionally, eight 6th-grade classrooms from these schools were selected using a convenience sampling technique. The overall study spanned five weeks, with the training program conducted during the initial three weeks. A mixed-method research design was employed, consisting of a pre/ post-test experimental framework without a control group. Quantitative data were collected solely from 6th-grade students using the Performance-based Inventory for Children’s Language Learning Strategies, an instrument specifically designed by the researcher. On the qualitative side, data were supported by semi-structured interviews, classroom observations, and teacher journals. The results indicate that the in-service teacher training program had a significant effect on the teachers’ awareness of LLS. Moreover, all participating teachers demonstrated a thorough understanding of the significance of LLS and acquired the ability to independently create LLS-based activities for their students.

Akan, Durdağı; Yalçın, Sinan

In this study, it is investigated which leadership styles the school managers have demonstrated and how the leadership styles of school managers influence the organizational commitments of teachers according to the perceptions of teachers working in primary, secondary and high schools in the province of Erzincan. The study population consists of teachers who work in primary, secondary and high schools in Erzincan city center in 2013-2014 school year. 515 teachers were included in the working group of the study. The data was obtained through leadership styles scale and organizational commitment scale. In this study, the relational screening model was preferred. According to the study results, school administrators usually demonstrate transformational leadership behavior. In teachers' opinions, the organizational commitment levels of teachers were found to be high. While teachers displayed the highest agreement to the internalization dimension of organizational commitment, they showed the lowest agreement to the dimension of identification. On the other hand, they displayed medium-level agreement to the dimension of adaptation. A positively meaningful relation was observed between transformational leadership style and organizational commitment and between the quality of work and life and organizational commitment. As result of the analyses conducted, it was concluded that the leadership styles of school administrators were a meaningful predictor of organizational commitment of teachers.