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    Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale
    (Mehmet Tekerek, 2021) Sarikaya, Ismail; Sokmen, Yavuz
    The study aims to shed light on the strengths of the primary school teaching profession and the fundamental skills that a primary school teacher (PST) should have while also taking into account the views of the PSTs. However, based on the data collected, the objective is to develop a self-efficacy belief scale (SEBS) for PSTs and teacher candidates. The first stage was carried out with 80 PSTs with at least five years of professional experience. 763 PSTs and PST candidates participated in second stage of the study. A SEBS was developed for PSTs and teacher candidates in light of the obtained data. Descriptive analysis and content analysis were used for qualitative data. The categories of being a teacher in village school, administration-colleague and parent-related problems, student self-care, pedagogical qualifications, and personal and professional development were attained concerning the challenges and fundamental skills for PSTs. Scale development steps were followed second stage of the study. The SEBS containing three sub-dimensions and 19 items is assumed to be helpful and valid and reliable metrics.
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    The Effect of Augmented Reality Technology on Primary School Students' Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities
    (Taylor & Francis Inc, 2024) Sokmen, Yavuz; Sarikaya, Ismail; Nalcaci, Ahmet
    The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students' on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.
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    The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers
    (Elsevier France-Editions Scientifiques Medicales Elsevier, 2022) Sokmen, Yavuz; Sarikaya, Ismail
    Introduction. - In this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers. Objective. - It is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels. Method. - A path analysis was performed on a sample of 252 primary school teachers. Results. - It was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction. Conclusion. - Based on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners. (c) 2022 Elsevier Masson SAS. All rights reserved.