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CONTENTS

RESEARCH and APPLICATIONS

A COMPARATIVE ANALYSIS OF FINANCIAL RISKS EXPERIENCED IN BREEDING SECTOR IN TURKEY AND KAZAKHSTAN 1-21İbrahim Emre GÖKTÜRK, H.Serdar YALÇINKAYA

AN EXAMINATION OF ANXIETY LEVELS OF THE STUDENTS TOWARDS SCIENTIFIC RESEARCH 22-36Ahmet DÖNGER, Zeki ÖZKARTAL, Okan SARIGÖZ

THE EFFECT OF CREATIVE DRAMA TRAINING ON THE SELF LEADERSHIP SKILLS OF STUDENTS OF THE DEPARTMENT OF SPORTS MANAGEMENT 37-67Övünç ERDEVECİLER, Velittin BALCI

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Dear readers, precious scholars.,

In this issue of our magazine, we have included a total of 03 research and application studies. In this issue of the journal, we would like to express our sincere thanks to the authors who support us with their valuable studies. We would also like to express our thanks and appreciation to the precious arbitration committee members who never leave us alone and enable this issue to meet with our dear readers with their worthful efforts and contributions, as they have done in each issue. We also greatly appreciate the efforts of the editorial board, system management, and the precious scholars taking place in the editorial board for making an effort in the background of the publication of this journal. Dear scientists, we still continue our applications and works to enable our journal to be in different indices. Our announcements about the evaluation of the studies published in our journal to be assessed by different readers and literatures also still continue. We have also speeded up our communication studies and the delivery of the journal and its issues to scientists and scholars all around the world. The next issue of our journal will reunite with the readers in December, 2017. In the hope of reuniting and meeting with you again with our next issue, we sincerely wish you, dear readers and precious scholars of the science world happiness, peace, goodness, and days full of science. Peace be with you, yours respectfully.

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A COMPARATIVE ANALYSIS OF FINANCIAL RISKS EXPERIENCED IN BREEDING SECTOR IN TURKEY AND KAZAKHSTAN 1

İbrahim Emre GÖKTÜRK1, H.Serdar YALÇINKAYA2

1-2 Necmettin Erbakan University, Konya / Turkey

0000-0003-2881-16841, 0000-0002-5064-51442

(1) Corresponding Author: İbrahim Emre GÖKTÜRK, Necmettin Erbakan University, Konya / Turkey [email protected] Received: 11.06.2017 Accepted: 24.09.2017 Type ofarticle (Research and Application) Conflict of In-terest: None Ethics Committee: None

UHBAB ULUSLARARASI HAKEMLİ BEŞERİ VE AKADEMİK BİLİMLER DERGİSİ

INTERNATIONAL PEER-REVIEWED JOURNAL OF HUMANITIES AND ACADEMIC SCINENCE

Abstract: This study aimed to identify and analyze comparatively the risks the breeders active in K.O.P. Region ( the provinces of Konya, Karaman, Aksaray, and Nigde) of Turkey and AJGK Region /the states of Almatı, Jambul and South Kazakhstan) of Kazakhstan from financial point of view. The data used in the study were identified by a total of 791 survey studies; 395 in Turkey and 396 in Kazakhstan. In the study, as a result of comparison of the data obtained, specific to fund structure, it is understood that the breeders in Turkey used more equity capital whereas the breeders in kazakhstan used more external resources. With reference to sale maturity, while short sale maturity is actualized in Turkey but longer in Kazakhstan; when regarded from cash proceeds point of view, it was concluded that in Kazakhstan,the problem with cash proceeds were more met.

Key Words: Financial Risk, Livestock, Turkey, Kazakhstan

Doi: 10.17368/UHBAB.2017.3.3

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Uluslararası Hakemli Beşeri ve Akademik Bilimler DergisiTemmuz / Ağustos / Eylül –Yaz Dönemi Sayı: 21 Yıl:2017

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INTRODUCTION

According to United Nations, world popula-tion that was 7.3 billion in 2015 is estimat-ed to rise to 8.2 billion between the years of 2020-2025 and 9.7 billion in 2050. . (Wu G. et al., 2014:1). That the expectation of popu-lation increase is so high makes the increase of food demand increase in the future the most important problem of global world. For the solution of this problem, the pri-orities are in the direction of providing sup-ply toward meeting demand increase and, on this purpose, making important decisions on agricultural sector.

Breeding is one of important sectors taking place in agricultural economy. It forms 40% of agriculture- based gross product Also, it is an important sector forming employment resource for 1.3 billion of people and source of living for approx.. 1 billion of people on poverty line (Erb K.H., Mayer A., 2012: 7 ; WorldBank,2009;1)

This state is a reality revealing the impor-tance of breeding still more in providing the sustainable development of agricultural sec-tor in the world (Moyo S.P., Camara U.P., 2005:35)

Depending on the increase in world popula-tion, food market itself globally restruc-

tures. According to FAO, depending on the increasing population, world animal food consumption is expected to increase by % 50 to 2030 and 70% to 2050. The mass human movements, seen in the countries experiencing the developing technology and rapid urbanization process, engender sev-eral difficulties as well as new opportunities (Deloitte, 2013:73)

For being able to produce agricultural prod-ucts to meet the main nutritional resources of world population that increases until 2050, if the self-sufficiency of countries may be provided as a result of economic precautions, by which are targeted on im-proving agricultural sector and developing it with alternative methods, thanks to this, food scarcity can be prevented in the next 50 years. For the countries not possessing the conditions to make agricultural production, it is evident that this state will not be pos-sible.

For meeting the increasing demand, today, the efforts to be made by the countries hav-ing the climatic conditions and land suit-able for breeding and a background in terms of agricultural economy toward increas-ing breeding, should be toward developing the farmers and farms engaging in breeding, which is the main resource of animal food

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production. The efforts to be made is cru-cial for obtaining success toward breeding. This success includes the factors such as pro-viding productivity, being able to work at optimum capacity, developing competitive elements in the market, forming fund re-sources to provide technological infrastruc-ture and sustainability, and being able to be made structural and economic analyses in the direction of a strategic plan with the main theme of modern breeding (Karagölge C.,1996:72) The most important barrier in front of bringing the necessary factors for success to maturity are the risks the farmers and farms engaging in breeding face.

Risk can be defined as an event leading to the positive or negative effect in the future, developing in contrast to the expectations (Huirne R.B.M.,2002: 249-250) . But risk is also a concept that can be managed, utilizing the calculations, measurements, and experi-ences, which will be already made. (Ateş B.H., 2014:331)

Financial risks prevent agricultural enterpris-es from operating effectively and efficiently with desired quality.Financial risk refers to the likelihood that such plans are made in line with the expected values and not the loss or profit of the ending. to pay the debts, to fail to meet environmental conditions and to share

interest and profit share. (Bolak M.,2004:32; Usta Ö. 2005:234; Aksel A.1995:32)

For the individuals and farms engaging in breeding to be able to provide a sustainable growth in the national and international sec-tor, where they are, it is necessary for them to be well managed from financial point of view against economic fluctuations. In this sector, in order for countries to be in the position of leader from macro point of view and breeders to survive, financial risks, one of the prior risks in breeding, should be determined and producers should be protected against risks.

In this study, Turkey, which has the expe-rience and knowledge from the past and to-day is self-sufficient, and Kazakhstan, which has large grass and meadows, whose climatic conditions are suitable, and which has the required experience, were compared and, analyzing the risks of the producers from financial point of view, the risks were identified. Due to both countries have high share in the production of breeding sector, the firms and households breeding cattle and sheep and goat were included in assessment.

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SECTORIAL COMPARISON of TUR-KEY and KAZAKHSTAN

Rural lands include 45% of territorial lands of the world. The most important sec-tor using this land is breeding (Moyo, S, Swanepoel F, 2010, 5) Kazakhstan is in the center of Eurasia and the 9th largest country of the world as surface area. That a signifi-cant part of this large geography consists of huge grasses and meadows (Syzdykov R, et al. 2015:3 ) plays an important role from the aspect of that the leading sector of Kazakh-stan agricultural industry is breeding sector. Turkey, the other country of our study subject, is of important producer countries, which is in 9th rank about breeding in the world and, among EU countries, 2nd rank, following France. ( USDA, 2016).

Although Turkey is one of the pioneer coun-tries about breeding, its important handicap is that its domestic production hardly meets domestic demand.

Turkey and Kazakhstan are both countries having a background about breeding and climatic conditions and geography suitable for breeding. These two countries having suitable conditions, thanks to the reforms, are going to realize in agricultural sector, and will be among countries to provide food security in the future.

The comparison of these two countries from general and breeding aspect is given in Table 1.

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Table 1. Comparison of Turkey and Kazakhstan

COMPARISON TURKEY KAZAKHSTAN

Total surface areas 777 971 km2 2 724 902km2

Pastures, grasses, and meadows 146.700 km2 659 546km2

Number of cattle 13 994 071 6 183 900

Sheep and goat 41 924. 100 18 015,5

Population, 2014 (thousand) 78741053 17670600(2015)

Rural population 2014 (million) 20,256,603 7,8

Water resources (m3/human/year) 3 7

Agricultural employment % 23,6 25,5

National income per capita (with current prices ) 18599 10 4782,2

Meat consumption per capita 14,7 66,2

Milk consumption per capita 146 236,2

Self-sufficiency in meat products 99% 79,6%

Self-sufficiency in milk products 162% 127%

Meat Production (Carcass) (ton) 1 149 262 931 000

Milk production (ton) 18 654 682 ton 5,300,000

Output of breeding productions (mil.USD) 17,187 6 638,5

Share of animal production in agricultural production % 32 35,2

Live animal export (mil.USD) 18,3 4,5

Live animal import (mil USD) 102,7 24,6

Meat and milk products export (mil USD) 47,28 23,2

Meat and milk production import (mil USD) 46,72 197,9

Resource: From the data of FAO 2015 Sta-tistical Pocketbook, World Food and Agricul-ture, Food and Agriculture Organization of the United Nations, Rome, ISBN 978-92-5-

108802-9; Agency of statistics of the Repub-lic of Kazakhstan1 Istanbul Stock Market,

1 http://stat.gov.kz, http://www.agricistrade.eu/statis-tics;

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Live Animal and Animal Product Prices and Production Value, 2015,2 and Kkb, Ebru Mi-kro & Kobi Finansman Programi, Temmuz – Eylül 2015 Tarım Sektör Raporu,; TUİK,3 it was compiled by author.

Kazakhstan, in terms of its surface area, is 3.5 folds larger than Turkey. When regard-ed in terms of pastures and grasses, this value rises to 4.5 folds. Despite this, Turkey has a population that is 4.5 folds more than Kazakhstan, an advantage provides for Tur-key in terms of labor force. This advantage also shows itself in terms of population in rural sector. While the rural population of Turkey was 20.256.603, that of Kazakh-stan is 7.8 million. It is seen that the share of agricultural sector in total employment of countries is about same as 23.6 % for Ka-zakhstan and 25.5% for Turkey.

When evaluated in terms of breeding, the number of cattle in Turkey is 13,994,071 and the number of sheep and goats is 18,015,500. It is seen that the amount of meat production is 1,149, 262 ton for Tur-key and 931,000 ton for Kazakhstan. Another important output in breeding sector is milk. Turkey produces 3.5 folds more of milk

2 http://www.istib.org.tr/bilgilendirme/raporlar-ve-istatistikler/22.

3 http://www.tuik.gov.tr.,

than Kazakhstan. 32% of agricultural produc-tion in Turkey are supplied from animal production, this rate is 35.3 in Kazakhstan. In the direction of the fact that this rate is 2.8% for USA, and 5% for European coun-tries in average, it can be said that Turkey is still an important agricultural country, and a significant part of its economy depends on agriculture. In terms of food demand that will increase in the future, for both countries that are self-sufficient, self –suf-ficiency rate of meat products in Turkey is 99% and this rate is 79.6% for Kazakhstan. In dairy products, there is supply surplus for both Turkey and Kazakhstan. From these aspects, both countries are advantageous countries in terms of food security.

Albeit Turkey is a self –sufficient country in terms of breeding, due to the effects of transition from agricultural economy to industrial economy (Çabuk S, 2003:74) and immigration from villages to cities, when regarded to numerical data, it is seen that there is a decrease in the share of breeding sector (Akman N., 2015, 783). Turkish breed-ing sector were also influenced from crisis experienced in 2001, drought in 2007, and global economic crisis in 2008 (Köseman, A., Şeker İ., 2015:112) and, as a result of this, the rise in meat prices that has begun in respect of 2009 and liberalization of meat

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import in the following years affected domestic producers (Hatunoğlu E., Eldeniz F.,2012:34

Kazakhstan has recently gained its depen-dency but it is a country sustaining its rapid rise from economic aspect. In the early years of its dependency, depending on the effect of economic crises experienced in the process of economic transformation and installation of a new state (Broka S. et all, 2016:27), high inflation process in 1995, global price crises in 1995 and 1997, and temporary bor-der closing process in 2002 negatively af-fected the sector (.Broka S. et al, 2016:21). For both states, there is an urgent need for the studies toward reducing financial risks such as developing sector, providing technological development and information transfer, reducing cost inputs, and forming insurance funds.

Both states, which recognize the importance of food security after the troubles they ex-perienced in the past, have made important reforms and it has been targeted on devel-oping breeding sector in the back country region . (Syzdykov R.,et all, 2015: 15,21) For this aim, in Kazakhstan, beside the stud-ies carried out toward growing forage plant and enlarging pasture –grass areas, which are important inputs of breeding (Mgov, int.

add), Kazakhstan, for developing agricul-tural sector until 2050, in addition to sub-ventions, continues financial supports tar-geting to reduce credit interests, and efforts toward increasing knowledge and education in quality of financial support For this aim, state- origin KazAgro national management organization serving in Kazakhstan meets the need of credit and information in agri-cultural market. Also, there are instruments of banks providing financial credit, but not developed more, in the market (Kazagro. İntadr). In Turkey, in order to reduce finan-cial risks, in respect of the year 2011, non-interest credit application toward breeding was initiated and also, the resources pro-vided through Agriculture and Rural Devel-opment Support Institution (TKDK) from EU and international organizations is pro-vided to be transferred to the breeders in rural areas. In addition, for the agriculture in Turkey, Agricultural Credit Cooperatives and Agricultural Sale Cooperatives create credit possibilities through public banks and pri-vate banks. When generally regarded, it can be said that Turkey has a more developed market compared to Kazakhstan in terms of the resources developed to protect the sector from financial risks. For the sector to provide productivity increase related to future and development to be provided in

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the sector, identifying the existing financial risks and taking the necessary actions about make obligatory. The study was realized based on a scientific need toward identify-ing the risks from financial point of view.

METHOD

The survey studies consisting of a total of 791 surveys, 395 from K.O.P region of Tur-key (Konya, Karaman, Aksaray and Niğde) and 396 from AJGK states of Kazakhstan (Almatı, Jambul and South Kazakhstan) were separately analyzed to measure the risks the farmers engaging in breeding. Us-ing the data of this study, carried out independently from each other, it was aimed

to identify whether or not there were sig-nificant differences between regions in the perception of the risks the farmers expose to. For the reliability test of the results of the survey used in the study, Cronbach’s Alpha reliability test was used and the test results were presented in Table 2 Since the result of p < 0.05 was reached, the survey study was accepted as reliable. In addition, in order to study whether or not the data of survey study exhibits normal distribution, Kolmogorov-Smirnov Z Test was made and, since p < 0.05 for all data, it was accepted that all variables in dataset exhibited a non-parametric distribution.

Table 2. The Results of Alpha Reliability Test

Cronbach’s Alpha N of Items

,647 28

Depending on that the variables exhibit non-parametric distribution, in order to test whether or not the difference between two different groups is significant, Mann-Whitney Test was utilized. In addition, in order to increase the understandability of the variables, frequency analysis was also made. While making analyses, the groups exposing to risk were examined under five

headings as human, biological, seasonal, marketing,, and financial.

Results

In the analyses, carried out for both regions, the answers of the individuals engaging in breeding gave to the questions raised via the surveys they subjected to, in related to their incomes, sort of finance they use, credit possibilities, sale maturity they apply,

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problems they face in collection of their receivables after animal and milk sales, and interest rates and maturity of bank credits they use were identified and analyzed.

Financial Risks

In the variables of all financial risks the farm-ers of both regions, there is a statistically significant difference. Analysis results are presented in Table 3

Table 3. Test Statistics (Financial)

Is the income

sufficient?

Sort of financing

Where do you receive the credit

from?

Maturity of animal sale

The collection problem

of price of animal sale

The collection problem of

price of milk sale

Maturity of bank credit

Interest rate of

breeding credits

Mann-Whitney U

62358,5 36136,500 42743,500 63292,500 33514,500 22238,500 23590,500 30786,500

Wilcoxon W 140568,5 114346,50 120953,500 141502,500 112120,500 100844,500 45118,500 49122,500

Z -5,206 -13,817 -11,452 -4,866 -14,588 -18,828 -9,022 -3,969

Asymp. Sig. (2-tailed)

,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000

a Grouping Variable: region

In AJGK region, while income –sufficien-cy is not at satisfied level, it is understood that in KOP region, incomes are at the sufficient level. While the farmers of KOP region mostly supply fund with equity, the farmers of AJGK regions mostly supply fund from the external resources. In addi-tion, when the use of external resource is realized, while the farmers of KOP region mostly supply fund from non-financial ele-ments, it is understood that the farmers of

AJGK region mostly use bank credit. If the farmers of KOP region use bank credit, they mostly use it with one year -maturity. It was identified that the farmers od AJGK region mostly used credit with 5 –year or longer maturity. It is seen that in two dif-ferent regions, the interest rates are differ-ent from each other

When the answers given from the aspect of financial risks are generally evaluated;

Determination of the financial resources of breeders

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For being able to obtain the desired pro-ductivity from breeding, the animal breeds that will increase land, plant, and production should be purchased. That breeding makes contribution to production in the direction of macro targets will be possible with invest-ments requiring capital (Bonazzi G., Lotti M,2014: 483). Large investments will be fi-nanced by equity capital and, for the farm-ers effectively utilizing financial lever, opti-mum cost of capital will actualize.

Just as debt can be commercial , it can also actualize as the debts received from the in-stitutes providing credit. Also in both ways, payment process will be difficult for the farmers. Although the farmers whose equity capital value is high they do not have debt

burden as sustainability of their plants is seen as an advantage, that the farmers, who will limit themselves with equity break through and are able to make investments to realize growth will be possible with the new credit opportunities. The farmers, who can-not utilize this case, will have limited their production opportunities

The farmers, who benefit from credit op-portunities in considerably high value, ex-cessively borrowing, due to high credit in-terests, will lose some of their incomes and face with the problems of repayment (Bonazzi G., Lotti M,2014: 483)

When the finance resource of the farmers in both region is researched, the results in Table 4 were obtained.

Table 4 . Sort of Finance

Sort

of F

inan

ce

Equity More equity and less credit

The same amount of equity and

credit

Less equity and more

credit

Completely Credit

Total

KOP AJGK KOP AJGK KOP AJGK KOP AJGK KOP AJGK KOP AJGK

58,7 7,3 24,6 54,3 12,4 15,9 3,5 20,2 0,8 2,3 100,0 100,0

There is a significant difference between two regions. from the aspect of answers given . (P=0,00) (P<0,05). According to the

resource structure, an important part of the farmers in KOP region (58.7%) use their eq-uities and a part of 24.6% receive credit at

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less level in addition to their equities. It is seen that while the farmers in AJGK regions mostly use their equities, they use a certain amount of credit In AJDK region, the rate of those using equity and credit in the same amount is 15.9%, while the rate of those having and using more credit to meet an important part of their activity expenses is 20.2 %. It is seen that the in AJDK region, more credits are used compared to K.O.P. region. One must be utilize from financial lever, measuring equity capital profitability of the farmers in K.O.P. region. In AJGK re-

gion, the need to provide a compliance be-tween cash flows forming due to activities and the process of debt paying stands out. .

- Assessment related to where the debt is provided from

In case that farmers provide by borrowing their resources related to their investments and activities, they can demand them as commercial debt or credit institutionally provided. They will provide their commer-cial debts from their kith and kin or sup-pliers.

Table 5 . Where do you Get a Credit From?

Whe

re d

o yo

u ge

t a

cred

it fr

om?

From kith and kin

More from kith and kin and less

from bank

In the same amount from kith and kin

and bank

More from bank and less from kith and

kin

From banks Total


64.8 5,6 4,6 41,7 4,1 18,7 5,8 7,3 20,8 26,8 100,0 100,0

Between two regions, there are differences from the aspect of the answer given (P=0,00) (P<0,05).. A significant part of breeders in KOP regions (20.8%) demand debt from their kith and kin and again significant part of them satisfy their needs, getting credit from banks. While the breeders in AJGK region meet large part of their debt needs

from their kith and kin, the rate of those making use of banks and kith and kin at the same degree is 18.7 % and the rate of those applying to bank credits is 26%. In KOP region, it may be considered that the rate of credit interest is high and the resulting credit cost is higher than cost of commercial debt.

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- Assessment of the rates of credit in-terest in the regions by users

There are significant differences from the aspect of the answers given between two re-gions (P =0,00) (P<0,05). With developing agricultural industry and providing its im-

provement and also using the technology in the sector, for being able to provide produc-tivity, it is necessary to allocate the credit possibilities applied to sector to the produc-ers in suitable conditions. The views of the farmers about the rates of credit interest are as follows:

Table 6 . Interest Rates

Interest rates

Very High High Middle Low Very Low Total


5,6 0,8 22,5 42,9 15,9 44,2 0,8 8,1 3,5 3,5 100,0 100,0

It is seen that the farmers of KOP region stated idea in the direction of that the in-terest rates were higher compared to the farmers of AJKG region. The view that interest rates are high can be expressed as a barrier against the tendency of the farmers to use credit. As seen in the previous table, the farmers of both regions realize the re-source needs they obtained via borrowing as commercial debt –density.

The highness of interest rates will reduce the desire of farmers to use credit. However,

unsuccessfulness of the farmers, who are obliged to use high interest-credit, in the process of credit paying can cause banks face to the problem with collection.

The farmers, beside their short term cash needs, apply to credit to meet their long term cash needs.

- Maturity of Bank Credits Used

The maturities of credits the farmers of the region use are seen in Table 7

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Table 7 . Maturity of Bank Credits Used

Maturity of Bank *Credits

3 months 6 months 1 Year 5 Years 5 Years Total


5,7 0,3 10,1 6,1 53,2 25,7 25,6 42,1 5,4 25,8 100 100

*The data of those not using credits were not included.

1 year –maturity credit use of the farmers of KOP region is 53.2% and 5 years –matu-rity credit use is 25.6%. It is seen that the farmers of AJKG region use 1 year and over –maturity credit. Credit maturity of AJKG region is longer term compared to KOP re-gion credit maturity. The farmers of AJKG region have possibility to use the credit more effectively compared to the farmers of KOP region.

- Determination of income status of breeders

Income is an important element for equity formation, profitability, and business conti-nuity. A producer, who is satisfied with his/her income, will sustain his/her breeding activities at the minimum level. He/she also will be able to realize the investments to be made for the future of the sector.

The answers given to the question “Is your income sufficient? ” are shown in Table 8

Table 8. Is your Salary Sufficient?

Is your salary suf-ficient?

Definitely, yes Yes Maybe Non Definitely, non Total


6,6 0,5 45,8 14,6 14,7 62,4 29,6 21,7 3,3 0,8 100,0 100,0

There is a significant difference between the answers both groups give to the ques-tion “Is your income sufficient? ” . (P=0,00) (P<0,05). While it is seen that KOP breed-ers satisfied with the income they obtained, AJGK breeders state that their incomes are sufficient at the medium level. Diversifying

credit instruments for the income obtained in AJDK region to increase, producer in-centives that will be given by the govern-ment to the input prices for reducing costs, and supportive policies for the farmers to benefit from financial lever will be impor-tant steps to provide income increase.

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The satisfaction of producers with income is related to product sales as well as collec-tion of sale incomes.

Table 9. Sale Maturity of Animal and Animal Products

Sale ma-turity of animal and animal products

Cash 1 week 1 month 3 months 6 months and over

Total


51,9 16,2 6,6 30,1 22,5 47,7 12,2 4,0 6,8 2,0 100,0 100,0

There is a significant difference between two regions from the aspect of the answers given to the question about the sale matu-rity of animal and animal products (P=0,00) (P<0,05).

In KOP region, it is seen that cash sales are intensive (51--.9%) and they are fol-lowed by 1 month maturity – sales (22.5%). In AJGK region, one week –maturity sales is 30.% and one month –maturity sales are 47.7% .

In both regions, the sale rate of 3 months and over is rather low. This state facilitates the farmers to adjust their transaction-aimed monetary cycles and, as expressed by Boin-azzi and Lottinin, makes difficult them to strategically make mistake between business cycle and financial cycle (Bonazzi G., Lotti M. 2014,483). But, in order to be able to reach a solid conclusion , in the maturity times other than cash, it is necessary to analyze whether or not they face a collec-tion problem.

Table 10. Collection Problem Resulted From the Animal and Milk Sales

Very often Often Normal Less Never Total


Ani-mal Sales

2,0 1,5 8,1 14,9 9,4 60,9 22,8 11,6 57,7 11,1 100,0 100,0

Milk Sales

1,0 1,0 3,0 10,4 2,8 63,9 13,9 9,6 79,2 15,2 100,0 100,0

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57.7 % of KOP farmers states that they do not encounter any problems after animal and animal products sales and 79.2 %, after milk sale. The AJGK farmers express that they can make collection in normal value (animal, 60.9%: milk, 63.9%) Normal value specified for AJGK region can be expressed as accepted value by the farmers after sub-tracting nonpayment risk from the expected collection value. That collection problem is low and maturity is short in two regions as well is an indicator that they will not expe-rience problem with cash flows. From the viewpoint of collection and maturity, The farmers of KOP region are in a better state compared to the farmers of AJGK region.

CONCLUSION

While the farmers of AJGK region mostly finance themselves by external resources, KOP farmers mostly finance themselves with equities. While the farmers of KOP region mostly supply fund from non-finan-cial organizations when they use external resource, the farmers of AJGK region use bank credit. Another reason for the farm-ers of AJGK region to use more bank credit compared to the farmers of KOP region may be that credit maturities are long. The maturities of bank credit AJGK farmers use are the credits whose maturities are 5

years and over. It is seen that those using credit in KOP region predominantly use 1 year -maturity credit.

That the farmers of KOP region use high amount of equity will make an advantage in controlling investment processed. But that they do not effectively utilize financial lever will preclude the development of sec-tor effectively.

In KOP region, the sale of animal products are mostly made in cash or 1 month –ma-turity. The farmers of KOP region are more advantageous compared to the farmers of AJGK region about managing cash flows. In AJGK regions, most of the sales are made with 1 month –maturity. Depending on this, the collection problems occur in AJGK region. This problem brings extra fund cost to direct operation capital.

Income sufficiency of the farmers of KOP region is high and, hence, their desire to sustain breeding activities will be high. In spite of this, it is necessary to raise the income level obtained in AJDK region. In-come sufficiency may lead the farmers to reduce their breeding activities or give up these activities and, depending on in-sufficiency of animal product, food supply security will be under threat. It can be

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stated that food supply security for AJGK region are higher compared to KOP region.

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KÖSEMAN, A., ŞEKER, İ., (2015). Current Status of Cattle, Sheep and Goat Breed-ing in Turkey, Van Veterinary Journal , 26 (2) 111-117

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WORLD BANK. (2009). Minding The Stock: Bringing Public Policy To Bear On Live-stock Sector Development. Report No. 44010-Glb. The World Bank, Washing-ton D.C., USA

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Author’s Note: This study is an extended version of the paper presented at the International Social Sciences Congress held in Kazakhstan on 20 April 2017.

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TÜRKİYE VE KAZAKİSTAN’ DA HAYVANCILIK SEKTÖRÜNDE YAŞANILAN FİNANSAL RİSKLERİN KARŞILAŞTILMALI ANALİZİ

Öz: Giriş: Tarım ekonomisinin lokomotif sektörlerinden birisi olan hayvan besiciliği, dünya da tarım kaynaklı gayri safi hasılanın % 40 ını oluşturmakta aynı zamanda 1,3 milyar insana istihdam ve yaklaşık bir milyar açlık sınırındaki insana da geçim kaynağı sağlamaktadır. Dünya hayvansal gıda tüketimi FAO ‘ nun yaptığı projeksiyona göre 2030 yılında %50 ve 2050 yılında da % 70 oranında artacağı ngörülmektedir. Gelecek yıllarda artan nüfusun hayvansal gıda tüketimini artıracağı beklentisi doğrultusunda bu sektörün önemi net olarak ortaya çıkmaktadır. Dünya ülkeleri gelişime açık olan bu sektörü kalkındırmak ve gelecekteki gıda arz güvenliğini garanti altına almak için bu sektörü yeniden yapılandırmalıdır. Bu amaçla pazarın temel üretici-si olan hayvanbesicilğinde verimliliğin sağlanması, optimum kapasite ile çalışabilme, pazarda rekabet unsurlarının geliştirilmesi , teknolojik alt yapı ve sürüdülebilirliğin sağlanması için fon kaynaklarının oluşturulması, besi işletmelerinde modern besicilik ana temalı bir stratejik plan doğrultusunda yapısal ve ekonomik analizlerin yapılması gibi faktörlerin gerçekleştirilmesi gerekir. Başarı için gerekli olan faktörlerin olgunlaştırılması önündeki en önemli engel ise hay-van besiciliği yapan çiftçi ve işletmelerin karşılaştıkları finansal risklerdir. Hayvan besiciliği ile uğraşan birey ve işletmelerin içinde bulunduğu ulusal ve uluslararası sektörde sürdürül-ebilir bir gelişim sağlayabilmeleri için ekonomik dalgalanmalar karşısında finansal açıdan iyi yönetilmeleri sağlanmalıdır. Finansal riskler tespit edilmeli ve riske karşı üreticilerin korunması sağlanmalıdır. Amaç: Bu çalışma da sektörün önemi doğrultusunda finansal risklerin tespit edilmesi amacı ile hayvanbesiciliği konusunda geçmiş tecrübe ve birikimlere sahip ve bugün kendi kendine yeten nadir ülkelerden birisi olan Türkiye ve gelecekte bu piyasanın gelişimi açısından geniş otlak ve meralara sahip, iklim koşulları uygun ve gerekli tecrübeye sahip Ka-zakistan karşılaştırılmış ve finansal açıdan üreticilerin riskleri analiz edilerek tespit edilmiştir. Her iki ülke sektör üretimi içinde paylarının yüksek olması dolayısı ile büyükbaş sığır ve küçükbaş koyun ve keçi üretimi yapan firma ve hanehalkları değerlendirmeye alınmıştır. Metodoloji: Çalışmada Türkiye KOP (Konya, Karaman, Aksaray ve Niğde) bölgesinde 395 ve Kazakistan AJGK (Almatı, Jambul ve Güney Kazakistan) Eyaletlerinde 396 ve toplamda 791 adet anketten oluşan anket çalışması ayrı ayrı olarak hayvancılık yapan çiftçilerin karşı karşıya

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kaldıkları risklerin ölçmek amacı ile analiz edilmiştir. Birbirinden bağımsız gerçekleştirilen bu çalışma verileri kullanılarak bölgeler arasında çiftçilerin maruz kaldıkları risklerin algısında anlamlı farkların varlığı araştırılmıştır. Araştırmada anket çalışması verilerinin normal dağılım sergileyip, sergilemediğini araştırılması için Kolmogorov-Smirnov Z Testi gerçekleştirilmiş ve tüm verileri p<0,05 olduğu için veri setindeki tüm değişkenlerin non-parametrik dağılım sergilediği kabul edilmiştir. Değişkenlerin non-parametrik dağıl sergilemelerine bağlı olarak iki farklı grubun arasında farkın anlamlılığını test etmek için Mann-Whitney Testi kullanılmıştır. Ayrıca değişkenlerin anlaşılabilirliğinin arttırılması için Frekans Analizi de gerçekleştirilmiştir. Bulgular: Her iki bölge için yapılan analizlerde hayvan besiciliği ile uğraşan bireylerin tabii tutuldukları anketler yolu ile sorulan sorularda, gelirleri, kullandıkları finasman şekli, kredi imkanları, uyguladıkları satış vadeleri, hayvan satışı ve süt satışı sonrası alacak tahsilatlarında karşılaştıkları sorunlar, aldıkları banka kredilerinin faiz oranları ve vadesi ile ilgili verdikleri cevaplar tespit edilerek analize tabii tutulmuştur. AJGK bölgesi çiftçileri daha çok yabancı kaynaklarla kendini finanse ederken KOP bölgesi çiftçileri daha çok özkaynaklarla kendini fi-nanse etmektedir. KOP bölgesi çiftçisi yabancı kaynak kullandığında daha çok finansal olmayan kuruluşlardan fon temin ederken AJGK bölgesi çiftçileri banka kredisi kullanmaktadır. AJGK bölge çiftçilerinin KOP bölge çiftçilerine göre daha çok banka kredisi kullanmalarındaki bir sebepte kredi vadelerinin uzunluğu olabilir. AJGK bölge çiftçileri kullandıkları banka kredi va-deleri 5 ve daha uzun vadeli kredilerdir. KOP bölgesinde kredi kullananların ağırlıkta 1 yıllık kre-di kullanımı gerçekleştirdikleri görülmektedir. KOP bölgesi çiftçilerinin özkaynak kullanımının yüksek olması yatırım süreçlerinin kontrol etmesinde üstünlük sağlayacaktır. Fakat finansal kaldıraçtan etkin bir şekilde yararlanmamaları ise sektörün verimli bir şekilde gelişmesinin önüne geçecektir. KOP bölgesinde hayvansal ürünlerin satışında büyük çoğunlukla peşin yada 1 aya kadar vadelerle satış yapmaktadır. KOP bölge çiftçileri nakit akımlarının yönetilmesi ko-nusunda AJGK bölge çiftçilerine göre daha avantajlıdır. AJGK bölgesinde satışların çoğunluğu 1 aya kadar vadeli gerçekleşmektedir. Buna bağlı olarak AJGK bölgesinde tahsilat sorunları ortaya çıkmaktadır. Tahsilat sorunu da doğrudan çalışma sermayesine ek fon maliyeti getirme-ktedir. Sonuç: KOP bölgesi çiftçilerinin gelir yeterliliği yüksek ve dolaylı olarak hayvancılık faaliyetlerine devam isteği de yüksek olacaktır. Buna karşın AJGK bölgesinde elde edilen gelir seviyesinin yükseltilmesi gerekmektedir. gelir yetersiziliği yakın gelecekte çiftçilerin hayvansal faaliyetleri azaltmalarına veya vazgeçmelerine sebep olabilecek, hayvansal ürün yetersizliğine

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bağlı olarak gıda arz güvenliği tehdit altında olacaktır. AJGK bölgesi için gıda arz güvenliği tehdidi KOP bölgesine göre daha yüksek olduğu belirtilebilir.Finansal risklerin en asgari se-viyeye indirgenmesi sektörün güçlenmesini ve özellikle hayvanbesiciliği ile uğraşan çiftcilerin üretim sürecini devam ettirmelerini sağlayacaktır. Gelecekte gıda arz güvenliğini şimdiden te-min etmenin yolu üreticinin riskerlden arındırılarak güçlendirilmesi ile mümkün olacaktır.

Anahtar Kelimeler : Finansal Risk, Hayvanbesiciliği, Türkiye, Kazakistan

2222

AN EXAMINATION OF ANXIETY LEVELS OF THE STUDENTS TOWARDS SCIENTIFIC RESEARCH 1

Ahmet DÖNGER1, Zeki ÖZKARTAL2, Okan SARIGÖZ3

1 Hakkari University, Faculty of Education, Hakkari / Turkey2 Akdeniz University, Serik Gülsün Süleyman Süral Vocational School, Antalya / Turkey

3 Mustafa Kemal University, Faculty of Education, Hatay / Turkey

ORDID ID: 0000-0002-1929-063X1, 0000-0001-9392-50342, 0000-0002-1616-97893

(1) Corresponding Author: Okan SARIGÖZ, Mustafa Kemal University, Faculty of Education, Hatay/Turkey [email protected] Received: 17.06.2017 Accepted: 25.09.2017 Type ofarticle (Research and Application) Conflict of Interest: None Ethics Committee: None



Abstract: Scientific research is defined as a systematic study on science and art, changing unknown to known by an enlightening and illumination process, asking questions, analyzing, evaluating, interpreting, making inferences, acquisition of knowledge by using the steps and learning process. Scientific research is a process that begins with the feeling of the problem and this process comprises collecting the data related to the problem, evaluating the data, creating solutions and proposals that will solve the problem as the result of evaluation and reporting these outcomes. The purpose of this research is to explore the anxiety levels of the prospective teachers studying at the faculty of education towards doing a scientific research by considering some demographic variables. The sample of the study consists of 168 teacher candidates who are studying at Turkish Language Education, Art Education, Science Education and Computer Education and Instructional Technology programs at Mustafa Kemal University Faculty of Education in the 2017-2018 academic years. The Cronbach’s Alpha internal reliability coefficient of the 12-item Research Anxiety Scale used in the study was calculated as 0.84. As a result of the study, it was found that there is no significant difference in the anxiety levels between the female and male teacher candidates and teacher candidates will be able to do a scientific research by forcing them to do it, doing research will be enjoyable for teacher candidates, and problems that may arise during researching will not cause concern but teacher candidates get bored with researching shortly and often feel uneasy when researching.

Key Words: Scientific Research, Analysis, Interpretation, Evaluation, Anxiety Level

Doi: 10.17368/UHBAB.2017.3.1

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JEL CODE: JEL CODE: I23 ID:365 K:815ISSN Print: 2147-4168 Online 2147-5385


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ULUSLARARASI HAKEMLİ BEŞERİ VE AKADEMİK BİLİMLER DERGİSİ


INTRODUCTION

It is accepted that the last century has been the period of information society based on the developments in science and technol-ogy by many societies today. In this science and technology age, individuals should try hard to keep up with all these developments for both individual and communal progress (Sarıgöz, 2015: 32). In this age, scientific and technological innovations changed societies altogether and human history has witnessed innovations that have not been seen before (Karasar, 2007). Particularly, after the 1960s, the significance of communication technolo-gies and scientific knowledge increased with the rise of concepts such as globalization, modern world order, opening to the world, and these concepts led to the emergence of information society by bringing the end of in-dustrial society (Karabacak, 2013). The needs and expectations of societies changing from industrial society to information society have also altered and since then industrialized soci-eties and developed countries have developed themselves in the area of scientific research in order to protect their welfare and have endeav-ored to support and increase their improve-ment on scientific premise (Polat, 2014: 81). Although the power of a country is measured by technology, hardware and software that it produces or scientific studies, countries have

started to raise people who can think in scien-tific terms. These countries desire to educate their citizens as individuals who are able to research, inquire and have the attitudes and behaviors that especially can produce infor-mation (Genç, 2010: 35).

There are several definitions in the literature about what the scientific research is. The Turk-ish Language Association defines research as a methodological study and research with respect to science and art (TDK, 2005). Ac-cording to Karasar (2007), scientific research enables an individual to investigate scientific theories and hypotheses. According to Min-istry of National Education (2006), research is the process of gaining information by us-ing steps such as asking, analyzing, evaluat-ing, interpreting and drawing conclusions and learning process. It can be said that sci-entific research is a process and this process includes successive steps with reference to all of these definitions (Korkmaz & Korkmaz, 2015-2017). A research process that starts with feeling the problem comprises gather-ing data related to the problem, evaluating the data, formulating solutions and proposals that will solve the problem as a result of the evalu-ation and reporting these outcomes (Madsen, 1991). This process can only be implemented by expert individuals in this area (Polat, 2014: 80).

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Having a specific skill and experience about research is required in order to benefit from researches conducted by experts with scien-tific research skills and experience, use these researches and evaluate them (İlhan, Çelik & Aslan, 2016: 152). This skill and experi-ence can mostly be provided with the instruc-tion in educational institutions (Kabasakal, 1998). Especially, universities which provide undergraduate and graduate education and are in the center of scientific research are the most appropriate institutions or environ-ments that can provide the development of research skills and positive affective traits (Tellan, 2013). For this purpose, the Coun-cil of Higher Education aims to enable every student to gain the ability to conduct research by providing a must course titled “scientific research methods” in almost every depart-ment of the education faculties of universities (Korkmaz, Şahin & Yeşil, 2011a). However, it was determined that the knowledge, skills and attitudes desired for these students could not be achieved at desired degree because of insufficient number of class hours (Unrau & Beck, 2004: 191; Polat, 2014: 82).

Anxiety is defined as the stress condition of unpleasant emotions such as sadness, ten-sion and perception (Spielberger, 1972). Cüceloğlu (1993) defined anxiety as an emo-tional state that influences a less severe but

longer period than fear. TDK (2005) defined anxious as sadness, worrying thought, or sor-row. With respect to these definitions, it can be said that anxiety is an emotion which af-fects a long period of time of individual neg-atively.

The effect of anxiety varies concerning sever-ity. A low level of anxiety facilitates learning and guides the student to study (Klausmeier & Goodwin, 1971), while the high level of anxi-ety has a negative effect on many aspects of the human being (Bauman, 2004: 147; Yaşar, 2014: 110; Astramovich, Okech & Hoskins, 2004: 126). High levels of anxiety causes physiological changes such as low level of cognitive performance, mental confusion and tension (Bökeoğlu & Yılmaz, 2005: 51), as a result of this, the academic success of the individual is affected negatively (Altınkurt, 2008).

According to Korkmaz, Şahin & Yeşil, (2011b), students are taught the steps of a scientific research and gain experience about a research as well as affective traits such as anxiety, attitude and interest in research can greatly affect the ability of doing scientific research and especially affective traits such as the high level of negative attitude or anxi-ety developed by the student can decrease the academic success of the student.

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Generally, a high level of anxiety about re-search causes negative feelings such as avoidance of research, omitting to do re-search if it is not a must and lead to negative feelings such as being uneasy when they must do research, lack of self-confidence, and lack of critical thinking (Lei, 2008; Bökeoğlu & Yılmaz, 2005)

Creation of anxiety can often be due to some unpleasant and unexplained reasons, not just originated from logical reasons (Başaran, 2005). It is very important to determine the anxiety levels of the students and prospective teachers towards doing research in periods when they started to learn new scientific re-searches in order to make them gain scientific skills.

METHOD

Problem Statement

What is the anxiety level of the prospective teachers studying at the faculty of education towards research?

Purpose of the research

The purpose of this research is to determine the anxiety levels of the prospective teachers studying at the faculty of education towards research by gender, program type and demo-graphic variables and arithmetic averages of

the responses given to the scale items. Some suggestions about the level of anxiety of the prospective teachers about the scientific re-search will be offered based on the data ob-tained from the study.

Population and Sample

The population of this study consists of all of the students studying in the programs affili-ated to the Mustafa Kemal University Fac-ulty of Education and the sample of the study consists of 168 teacher candidates studying in Turkish Language Teaching, Art Teach-ing, Science Education and Computer and In-structional Technology Education programs attached to Mustafa Kemal University Fac-ulty of Education.

Research Model

This study was conducted in order to deter-mine the anxiety levels of prospective teach-ers studying in the education faculties to-wards research by taking into consideration the variables such as gender, demographic variables and program type. In accordance with this purpose, researches about anxiety and questionnaires and scales used in these researches were scanned and 12-item 5 Lik-ert-type Research Anxiety Scale developed by Büyüköztürk, (1997) was used as a data collection tool in the study.

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The validity and reliability coefficients of the Research Anxiety Scale to be used in the study were recalculated and the Cronbach Alpha internal reliability coefficient of the 12-item scale was determined as 0.84. The responses of the participants to the question-naire based on the demographic variables were calculated using the SPSS 20 statistical package program, the F test, the t-test, and the ANOVA test which is a one-way analysis of variance. As negative answers in the survey used in the research were analyzed, the an-swers were calculated by reversing in order to collect data. The questionnaire used in the research consists of 12 items in the form of five likert types: (1) I strongly disagree, (2) I disagree, (3) I am undecided, (4) I agree and (5) I strongly agree. The general evalua-tion of the survey used in the study is as fol-lows (Uzunboylu & Sarıgöz, 2015; Sarıgöz & Delibaş, 2016; Sarıgöz & Uzunboylu, 2016):

8.05

15NO

LV - HVOR =−

==

OR: Option Range

HV: Highest Value

LV: Lowest Value

NO: Number of Options

1.00 - 1.80: Strongly Agree

1.81 - 2.60: Agree

2.61 - 3.40: Undecided

3.41 - 4.20: Disagree

4.21 - 5.00: Strongly Disagree

General Survey Model, one of the descrip-tive screening models, was implemented in the study. General survey model involves the arrangements on a sample group in a larger population with many populations in order to make conclusions about that population (Karasar, 2010:79).

FINDINGS

In this part, the opinions about anxiety levels of teacher candidates studying faculty of edu-cation towards scientific research were pre-sented. ‘Research Anxiety Scale’ was applied to prospective teachers towards the objective of the research and candidates’ responses were tabulated and interpreted.

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Table 1. t-Test Analysis Results of Participant Teacher Candidates to Research Anxiety Scale Depending on Gender Variable

Anxietyscale

Gender N x Ss Sd -t p

1.Female 104 48.36 4.43 159 1.211 .228

2.Male 57 49.18 4.22

Total 161 p>0.05

As the data in Table 1 was examined, con-sidering the participant teacher candidates’ responses to Research Anxiety Scale depend-

ing on gender variable, statistically no signifi-cant difference was found between male and female teacher candidates(p > 0.05).

Table 2. Anova Test Analysis Results of Participant Students’ Responses to Research Anxiety Scale Depending on Type of Program Variable

Programtype N x Ss Source of

varianceTotal of squares Sd Averages

of squares F P

1.Turkish 54 47.22 4.09 Between gr. 253.43 3 84.485.406 .001

2.Art 20 51.25 2.71 Within gr. 2453.39 157 15.63

3.Science 59 48.85 4.20 Total 2706.82 160 2-1

4.CEIT 28 49.11 3.87

Total 161 48.65 4.11 p<0.05

As the data in Table 2 are examined, it was determined that there is a statistically signifi-cant difference in opinions between prospec-tive teachers studying in Turkish Language Teaching, Art Education, Science Education and Computer and Instructional Technology Teaching programs according to the respons-es given by the prospective teachers partici-pating in the research to the Research Anxiety

Scale based on results of Anova test [F(5.406),

p(.001); p<.05]. According to Tukey test results to learn this source of difference, it was de-termined that there is a statistically signifi-cant difference in the opinions between the prospective teachers who are studying in Art Education and the teacher candidates study-ing in Turkish Language Education in favor of teacher candidates studying in Art Teacher.

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Table 3. Arithmetic Mean and Skill Levels of the Responses Given to the Research Anxi-ety Scale by Prospective Teachers

RESEARCH ANXIETY SCALE ITEMSx

Skill Level

5. I feel bored when I have to do research. 4.40 S.Agree

8. Doing research is an enjoyable task for me 4.21 S.Agree

11. Problems that may arise during the research do not cause any serious tension for me.

4.16 Agree

1. I do not want to do research unless I have to. 4.15 Agree

7. Opinion of doing research makes me nervous. 4.12 Agree

2. I feel comfortable generally when I am doing research. 4.09 Agree

4. Doing research does not cause any discomfort 4.06 Agree

6. Even the research word makes me uneasy. 4.06 Agree

12. I have no self-confidence in conducting research. 3.96 Agree

9. I usually feel uneasy when doing research. 3.82 Agree

10. I am bored in a short time when doing research. 3.81 Agree

3. I take great pleasure in doing research. 3.80 Agree

General arithmetic average4.054(Agree)

The arithmetic mean of the answers given by the teacher candidates studying at the Faculty of Education to the Research Anxi-ety Questionnaire was showed in Table 3. As the arithmetic averages of the answers given to the scale items are examined, it has been determined that ıtem 5 “I feel bored when I have to do research” ( x =4.40), item 8 “Do-ing research is an enjoyable task for me” ( x=4.21) and item 11 “Problems that may arise during researching do not cause any seri-

ous tension for me.” ( x =4.16), are the items which have highest arithmetic means.

According to the answers given to the Re-search Anxiety Scale by participant teacher candidates based on the items with highest arithmetic mean, it can be said that prospec-tive teachers can do research when they have to do scientific research, it would be fun to research if prospective teachers have to do re-search on a topic they know and the problems that might arise during researching will not cause anxiety.

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Again, according to the answers given to the research anxiety scale by participant teacher candidates, it was determined that item 3 “I take great pleasure in doing research.”( x=3.80), Item 10 “I am bored in a short time when doing research.”( x =3.81) , Item 9 “I often feel uneasy when doing research.”( x=3.82) are the items which have lowest arith-metic means.

According to the answers given by the teach-er candidates to the scale items based on the the items that have lowest arithmetic means, it can be said that they may not take pleasure from scientific research unless they have to do, they may be bored in short time when do-ing research and teacher candidates usually feel uneasy when researching.

RESULTS and SUGGESTIONS

Results

There was no statistically significant differ-ence between the female and male teacher candidates depending on variable of gender according to the answers given to the items of research anxiety scale by the teacher candi-dates participating in the study. It can be said that female and male teacher candidates have equal or close opinions about anxiety levels towards scientific research.

It has been found that there was statistically significant difference among the teacher can-didates studying in different departments de-pending on variable of type of program ac-cording to the answers given to the items of research anxiety scale by the teacher candi-dates participating in the study. It was deter-mined that there was statistically significant difference between the teacher candidates who studying in departments of Turkish Lan-guage Education and Art Education in favor of the teachers studying in department of Art Education.

As a result of the interviews with the prospec-tive teachers, doing scientific research more appeals to candidates studying in Art educa-tion because they mostly conduct researches in their fields. However, it is not very attrac-tive for candidates studying in the programs apart from special talents because they are interested in how to conduct a scientific re-search rather than their fields.

According to items with highest arithmetic mean of the answers given to the Research Anxiety Scale by participant teacher candi-dates, it can be said that prospective teachers can do scientific research, research would be fun and problems that might arise during re-searching will not cause anxiety.

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According to the answers given by the teacher candidates to the scale items based on lowest arithmetic means, it can be said that teacher candidates were bored in short time when doing research and they usually feel uneasy when researching.

It was determined that the arithmetic aver-ages of responses of the prospective teacher candidates to the research anxiety scale were lower than the expected (4.21-5.00, Strongly agree) skill level (4.05; Agree).It can be said that teacher candidates lack certain skills related to how to to conduct a scientific re-search, know the qualifications required in a scientific research, and experience required by a scientific research from the analysis of answers to scale items or interviews with teacher candidates.

Teacher candidates have wanted to attend the Scientific Research Techniques course in first grade according to interviews with prospec-tive teachers. When the reason of this request was asked, they said that they mostly feel obliged to do research in university, but they feel inadequate because they do not know the qualities of conducting a scientific research.

Suggestions

Scientific research methods and techniques should be learned by all students, teacher

candidates, teachers and all individuals who have to conduct research in their occupations. However, this process should be practical rather than theoretical.

Scientific research methods course is taught in many universities since the third grade. However, since students are forced to do re-search from the first grade, this course should be given in the first grade of university.

The course of scientific research techniques is taught effectively in departments outside the departments receiving students with special talent, and only how to conduct a research is seen superficially in the departments receiv-ing students with special talent. For this rea-son, this course should be taught more effec-tively in the departments receiving students with special talent.

The course of scientific research methods is a course that all students, teachers, academi-cians or all educators in the field of educa-tion need. For this reason, those taking this course should be taught in schools and those who graduate should be taught in congresses, seminars or symposiums effectively.

Anxiety level of some students, teachers, ac-ademicians or educators may be higher than normal about conducting scientific research. Anxiety levels of such individuals who have

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high anxiety levels should be reduced by firstly ensuring psychological support and then the course of scientific research methods should be taught by the people who are spe-cialized in this field.

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ÖĞRENCİLERİN BİLİMSEL ARAŞTIRMA YAPMAYA YÖNELİK KAYGI DÜZEYLERİNİN İNCELENMESİ

Öz: Giriş: Son yüzyılın bilim ve teknolojideki gelişmelere bağlı olarak bilgi toplumu döne-mi olduğu günümüzde birçok toplum tarafından kabul edilmektedir. Bu dönemde bilimde ve teknolojideki meydana gelen inanılmaz ilerlemeler ve gelişmeler incelediğinde bireysel olarak da bilgi toplumu döneminde olduğumuz daha rahat anlaşılmaktadır. Bu çağda bilim-sel ve teknolojik yenilikler toplumları baştan aşağı değiştirmiş ve insanlık tarihi daha önce görülmemiş yeniliklere şahit olmuştur. Özellikle 1960’lı yıllardan sonra küreselleşme, modern dünya düzeni, dünyaya açılma gibi kavramların ortaya çıkmasıyla iletişim teknolojileri ve bil-imsel bilgininin değeri giderek artmış ve bu kavramlar sanayi toplumunun sonunu getirerek bilgi toplumunun ortaya çıkmasını sağlamıştır. Sanayi toplumundan, bilgi toplumuna geçen toplumların ihtiyaçları ve beklentileri de giderek değişmiş ve bu tarihten sonra sanayileşmiş toplumlar ve gelişmiş ülkelerin tamamı, refahlarını korumak amacıyla kendilerini bilimsel araştırma alanında geliştirmiş ve gelişimlerini bilimsel temellerle desteklemeye ve artırmaya çalışmışlardır. Artık bir ülkenin gücü ürettiği teknoloji donanım, yazılım ya da yaptığı bilim-sel çalışmalar ile ölçülmekle birlikte, ülkeler artık bilimsel düşünebilen insanlar yetiştirmeye başlamışlardır. Bu ülkeler vatandaşlarını artık araştıran, araştırma yapabilen, sorgulayan ve özellikle bilgi üretebilen tutum ve davranışa sahip bireyler olarak yetiştirmek istemişler ve istemektedirler. Bilimsel araştırmanın ne olduğu ile ilgili olarak literatürde çeşitli tanımlar bulunmaktadır. Türk Dil Kurumu araştırmayı, bilim ve sanatla ilgili olarak yapılan yöntemli çalışma ve araştırı olarak tanımlamaktadır. Bilimsel araştırma, karanlığa ışık tutarak bilin-meyeni bilinen yapma veya aydınlanma sürecidir. MEB’na göre araştırma, soru sorma, analiz etme, değerlendirme, yorumlara ve sonuç çıkarma gibi basamakları kullanarak bilgi edinme ve öğrenme sürecidir. Tüm bu tanımlardan bilimsel araştırmanın bir süreç olduğu ve bu süre-cin de birbirini takip eden basamaklardan oluştuğu söylenebilir. Problemin hissedilmesiyle başlayan bir araştırma süreci, problem ile ilgili verilerin toplanması, verilerin değerlendirilmesi, değerlendirme sonucunda sorunu çözüme kavuşturacak çözüm ve önerilerin oluşturulması ve bu sonuçların raporlaştırılmasından oluşur. Bu süreç ancak bu alanda uzmanlaşmış bireyler tarafından uygulanabilir.Kaygı ise üzüntü, gerginlik ve algılama gibi hoş olmayan duyguların

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oluşturduğu stres durumu olarak tanımlanmaktadır. Kaygı, korkudan daha az şiddetli ama daha uzun bir dönemi etkileyen bir duygu durumu, üzüntü, endişe duyulan düşünce veya tasa olarak da tanımlanmıştır. Bu tanımlardan hareketle kaygının, bireyin uzun bir dönemini etkileyerek onu olumsuz yönde etkileyen bir duygu olduğu söylenebilir. Kaygının etkisi şiddetiyle alakalı olarak değişmektedir. Düşük düzeyde kaygı öğrenmeyi kolaylaştırmakta ve öğrenciyi çalışmaya yönlendirmekle birlikte yüksek düzeydeki kaygının ise insana birçok yönden olumsuz etkileri bulunmaktadır. Yüksek düzeydeki kaygı bilişsel performansta düşüklük, zihinsel karışıklık ve gerilim gibi fizyolojik değişikliklere neden olmakta böylelikle de bireyin akademik başarısını olumsuz yönde etkilemektedir. Öğrenciye bilimsel bir araştırmanın basamaklarının öğretilmesi ve bir araştırmayla ilgili deneyim kazandırılmasıyla birlikte araştırma yapmaya yönelik kaygı, tutum ve ilgi gibi duyuşsal özellikler de bilimsel araştırma yapabilme becerisini büyük ölçüde etkileyebilmekte ve özellikle öğrencinin bir derse yönelik geliştirdiği yüksek düzeydeki olum-suz tutum veya kaygı gibi duyuşsal özellikler öğrencinin akademik başarısını düşürebilmektedir. Genel olarak bir araştırmaya yönelik kaygı düzeyinin yüksek olması kişide araştırma yapmaktan kaçınma, mecbur kalmadıkça araştırma yapmama, araştırma yapmak zorunda olduğu zamanlar kendini huzursuz hissetme, öz güven eksikliği, eleştirel düşünememe, gibi olumsuz hislerin oluşmasında neden olmaktadır.Kaygı duygusunun oluşumu çoğunlukla mantıksal nedenlerden kaynaklanmamakta bazen bazı hoş olmayan ve kaynağı belli olmayan hayallerden de kaynakla-nabilmektedir. Gerek öğrencilerin gerekse de öğretmen adaylarının bilimsel araştırma yapmayı yeni öğrenmeye başladıkları veya yeni öğrendikleri lisans dönemlerinde bir araştırma yapma-ya yönelik olarak kaygı düzeylerinin belirlenmesi öğrencilere bilimsel beceri kazandırılması açısından oldukça önemlidir. Bu araştırmanın amacı; Eğitim fakültesinde okuyan öğretmen adaylarının bilimsel araştırma yapmaya yönelik kaygı düzeylerini, cinsiyet ve program türü demografik değişkenleri ile ölçek maddelerine verilen yanıtların aritmetik ortalamalarından hareketle belirlemeye çalışmaktır. Araştırmada elde edilen verilerden hareketle öğretmen adaylarının bilimsel araştırma yapmaya yönelik kaygı düzeyleri hakkında bazı öneriler de ge-tirilmeye çalışılacaktır. Araştırmada model olarak; betimsel tarama yöntemlerinden birisi olan genel tarama modeli kullanılmıştır. Araştırma sonucunda; bayan öğretmen adayları ile erkek öğretmen adayları arasında bilimsel araştırma yapmada kaygı düzeyi bakımından anlamlı bir farklılığın olmadığı,öğretmen adaylarının bilimsel bir araştırmayı çoğunlukla zorlanarak yapabilecekleri, araştırma yapmanın öğretmen adayları için eğlenceli olacağı ancak araştırma

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yaparken çıkabilecek sorunların endişe yaratmayacağı yine öğretmen adaylarının araştırma yapmaktan kısa zamanda bıktıkları ve araştırma yaparken genellikle kendilerini huzursuz his-settikleri gibi sonuçlara ulaşılmıştır.

Anahtar Kelimeler: Bilimsel Araştırma, Analiz, Yorumlama, Değerlendirme, Kaygı Düzeyi

3737

THE EFFECT OF CREATIVE DRAMA TRAINING ON THE SELF LEADERSHIP SKILLS OF STUDENTS OF THE DEPARTMENT OF

SPORTS MANAGEMENT 1

Övünç ERDEVECİLER¹, Velittin BALCI2

1-2 Ankara University Sports Science Faculty, Ankara / Turkey

ORCID ID: 0000-0003-2308-31631, 0000-0003-3145-96182

(1) Corresponding Author: Övünç ERDEVECİLER, Ankara University Sports Science Faculty, Ankara / Turkey [email protected] Received: 16.06.2017 Accepted: 23.09.2017 Type ofarticle (Research and Ap-plication) Conflict of Interest: None Ethics Committee: None



Abstract: Aim: This study has been designed to find out whether the self leadership skills can be developed through the drama method. Method: The study group is made up of a total of 150 freshmen, 75 of whom from Sports Management constituing the test group and the rest 75 of whom from Coaching Education constituing the control group at Ankara University Faculty of Sports Sciences in 2015-2016 academic years. Permission has been obtained from the Faculty of Sports Sciences of Ankara University to work with university students. Then the ethics committee report was taken and started to work. This study has a Pretest – Posttest Nonequivalent Groups Quasi – Experiment design. The 5-likert type self-leadership scale consisting of 29 items was used to determine the self-leadership skills of the participants. Self-leadership scale developed by Anderson and Prussia (1997: 119-143). The Revised Self-Leadership Scale, which was subsequently confirmed by Houghton and Neck (2002: 672-691), was translated into Turkish by Tabak et al. (2013:201-246). The scale has the following three sub-dimensions, namely Behaviour-Focused Strategies, Natural Reward Strategies and Constructive Thought Pattern Strategies. The drama workshop topics and achievements for the subject are similar to the sub-factors of the scale which are Behaviour-Focused Strategies, Natural Reward Strategies and Constructive Thought Pattern Strategies, and additionally consist of general leadership themes. The workshop titles on leadership were as follows; Leadership and Communication, Leadership and Goal Setting, Self-Rewarding in Leader-ship, Concept of Leadership and Trust, Team-building, Conflict Management, Leadership and Participation, Ethical Leadership, Leadership and Motivation, Leadership Types. Average workshop times lasted between 90 and 120 minutes. All of the workshops consisted of preparatory, warm-up, animation and evaluation stages.In the analysis of the quantitative data, the difference between the pretest and posttest results within groups were assessed via “t” test, and difference between the posttest results of the groups were assessed using “Co-variance” analysis. Results: The results of the research have been studied in detail based on the pretest and posttest results of the students in the experimental group and control group with the variables in the general information part in the self leadership questionaire. A significant difference has been found in all subheadings in pretest and posttest groups in the experimental group. On the other hand, no significant difference has been found in the control group in the subheadings. When the possibility of a significant difference between the experiment group and the control group is studied in terms of test scores, a positive meaningful difference has been proved in the experiment group.Conclusion: Based on the results obtained, it can be said that the creative drama method has a significant effect on improving self leadership skills.

Key Words: Jackknife, Bootstrap, Bootstrap Confidence Intervals, Bias, Standart Error, Mean Square Error, Financial Performance

Doi: 10.17368/UHBAB.2017.3.2

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JEL CODE: JEL CODE: G30-G31-G32-G33-G34 ID:368 K:816ISSN Print: 2147-4168 Online 2147-5385


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INTRODUCTION

Management, which examines the relation-ship of people to other people, is a universal and human beings concept that holds a num-ber of functions at the same time. Many defi-nitions of management have been on-going from past to present, and different defini-tions of different professional group emerged. While economists define ‘management’ as “One of the functions of production together with land, capital and labour’’, management scientists state that ‘’management is the au-thority system”. According to these persons, it is necessary to examine the ones who are managed and the ones who govern them un-der two headings; however, the relation that emerges between these titles is the relation of authority. (Sunay, 2009:3)

Today’s societies question the manners, atti-tudes and behaviours of managers, and their managerial styles in the most general sense, and see them as the focal point of success or existing problems. We often see that manag-ers are the number one responsible in the or-ganization. Particularly, from the 1960s to the present day, the development of the people, institutions and organizations surrounding the sport has set the stage for the industrial-ization of sports. When we consider this de-velopment as the growth and development of

the individual sectors within the industry, it is possible to say that the current development has increased more rapidly every day. (Argan and Katırcı, 2002:23-26)

In this context, industrialized sport manage-ment led to the need for a sport manager, and the answers given to the questions of who is the sport manager, revealed different aspects of defining the sport manager. According to Yetim (1996:92-93); it is defined as “the sport manager of people who act on all ele-ments in order to realize the objectives of the institution, organize and develop intra-orga-nizational and non-organizational human re-lations, refer to them and manage them, lead and guide them in certain ways and influence them”. According to Donuk (2005); “the per-son who ensures the fulfilment of the sports services and activities in the sports organiza-tions and institutions in accordance with the determined aims” is the sports manager.

According to Sunay (2009:177). “The sport manager who is knowledgeable enough to communicate and direct with specialists who know the principles and methods of modern management decision-making, apply them to new and special situations, know sports, ap-proach problems with scientific methods, mo-tivate personnel, use reward and punishment in place, and the concept of the importance of

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international relations for our country, those who have the knowledge and skill of effec-tiveness in human and business relations”.

The results obtained from the studies car-ried out emphasize that sports is managed by sports managers and this is a necessity. Espe-cially in the industrial revolution and after-wards, the sports has gained wide area, and brought a professional approach. The features that should be in the sport managers are listed and it is mentioned that success can only be achieved if the sport is managed by appropri-ate persons.

Hoye and colleagues (2015) also emphasized that sports managers should have leadership qualities alongside the various requirements. Çolakoğlu (2005:63-67) mentioned that the precondition of achieving success in organi-zational organizations depends on the use of a number of scientific methods, and at the same time can only be planned and programmed in the leadership of managers and leaders with transformative leadership qualities. Accord-ing to Crust and Lawrence (2006:13), football executives have an important role in the suc-cess of the team and they support that lead-ership qualities can improve team coordina-tion and performance by developing a shared mental model among players (Onağ and friends, 2013:125-145). Akyüz (2002:109-

119) mentioned the importance of leadership in the organization at the same time, as well as the effective use of resources.

Atar and Özbek (2009:51-59) stated that, in order to emphasize the need for managers who have leadership qualities in their work, Physical Education and Sports students should acquire leadership behaviours and they will be successful in their professional life. When these conditions are evaluated, it is a necessity for sport managers to show leadership behaviours. Moreover, if the con-cepts of management and sport management are thought to serve the same purpose, the need of the sports organizations is revealed.

When we look at the concept of leadership, we see that the content is quite complex and deep. Also, so many researchers have men-tioned that this concept is as old as human history. It is a phenomenon that people need social entities as well as the need to manage the groups they are in and the leaders that can reach them. Ever since people started to live in groups, they have always been in search of an order. This scientific fact supports the existence of conceptual leadership since an-cient times. (Eren, 1996; Akt; Ulukoy and colleagues, 2014:191-206)

When it is looked from a chronological point of view, at the beginning of the twentieth

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century, the qualities demanded in the leader were merely charismatic characteristics, but when it came to the 1930s, physical charac-teristics such as age, height, weight; social characteristics such as education and promo-tion in office, and personality traits like self-confidence have begun to manifest them-selves. In the years between 1940 and 1960, while behavioural characteristics, effective communication patterns, and strengths of re-lations with employees came to the forefront, in the years 1960-1980, it is seen that the leader has the dominance of the contingence approach which can adapt to new situations in the face of constant changes. Finally, mod-ern leadership approaches became dominant after 1978-1980 (Aksaraylı, 2015: 108-124).

It is seen that there are several basic theories in the conceptual framework in which we ex-amine the concept of leadership. The first one is “great man theory” which advocates that the leader comes to the world with some in-nate talents and traits. The other one is “trait theory”, which means that the leadership qualities can be acquired later by a number of methods(Uğurluoğlu and Çelik, 2009:123). Another approach which states that leader-ship skills can be earned later is the “Behav-ioural Theory.” The idea that some behav-ioural traits may develop through education constitutes the basis of this approach and it

is argued that the behaviours can be changed and the leadership skills can be earned in comparison with the trait theory. (Demir and his colleagues, 2010:5).

Başar (1998) mentions that leadership skills are largely later acquirable from the innate traits of human beings and that there is no need to have all of the leadership qualities to become a leader. Karip (1998:463) men-tioned that managerial leadership qualities can be improved thanks to the appropriate leadership training. Taş and Önder (2010:25) mentioned that leaders working at the differ-ent departments may have different leader-ship qualities and while emphasizing the im-portance of field education, they pointed out that the leadership behaviours can be taught through education and the desired changes can be made in them.

With the awareness that leadership can be developed, many companies, businesses and similar organizations around the world have begun to organize training activities that un-cover and develop leadership. The general of these activities consist of certificate pro-grams. In the literature there are some edu-cational programs including activities such as Coaching, Case Study, Problem Solving Groups, Role Play, Classroom Activities, Team Building Activities, and Organiza-

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tion Development. (Bass 1990; Akt. Türkeli, 2006:50)

In addition to existing trainings, it may be possible that creative drama is used as a method in modern educational programs, and the purpose of these programs is to be used as a tool for leadership development of cre-ative drama events, with the goal of maximiz-ing the individual’s potential. Creative drama is expressed as an animation of a goal, a thought, an improvisation, a role play (taking a role), etc. which takes the life experiences of the members of a group by using techniques (Adıguzel, 2006:21). Many studies have been carried out on the effectiveness of this method, as it offers the opportunity to learn by doing and living by individual. Kara and Çam (2007:146) stated that the use of drama in education makes it possible for people to recognize themselves, to increase productiv-ity and to organize social relations besides active learning. Akyol (2003:184) mentioned that the drama method can be used to acquire social skills in a person. He argues that the underlying reason for this is the individual’s use of the method of experiencing the nature of the drama. Because learning by living is the most permanent type of learning. Besides social development, he mentioned that it is a method that develops many individual devel-

opment elements such as imagination, cre-ativity and personal characteristics.

Self-confidence, incentives, and decision-making abilities are equally compatible with leadership skills as the aims of drama are ability to work together and being a team within the leadership. Just like the relation-ship between leadership and drama, the lead-er’s empathy ability within the organization can be likened to the nature of drama. The ability to develop an individual’s imagination and feelings can be likened to the formation of a vision of the leader (Şimşeker and Ünsar, 2008:1029-32).

Turkeli (2006) stated that in his study, discus-sion groups were formed to study how to han-dle various leadership problems and that one of the participants played a leader role while the others played an audience role. Likewise, he stated that these studies are very popular and widely used because they allow the lead-ers to see the roles they need to perform in real life sections. Turkeli (2006), who reports from Solem (1960), expressed that 23 dif-ferent multi-role-playing applications devel-oped many leadership features such as the use of authority, decision making, and problem-solving abilities.

The transfer of the leadership skills, which are aimed to be developed by using the creative

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drama training of the sports managers, to the manager training programs will be an initia-tive to contribute to this field. In the light of all these information, our study is intended to show whether the self leadership skills of the students of the sport management department can be improved by creative drama method. In this respect, it is also aimed to bring new study subjects to the area.

METHOD

The Model of Research

This research which aims to reveal the effect of creative drama method on the self-lead-ership skills of the first-year students of the Sports Management Department of the Fac-ulty of Sports Sciences of the University of Ankara has a Pretest – Posttest Nonequivalent Groups Quasi – Experiment design. Informa-tion on the subject was obtained through lit-erature search and data collection.

Problems and Sub-Problems of Research

It was investigated in the study that if the qualities of self leadership can be earned by drama method, and whether there was a sig-nificant difference between the experimen-tal and control groups’ pre-test and post-test scores, in terms of certain demographical and general information about the participants

such as age, gender and participation to sport. Sub problems;

1. Is there a meaningful difference between the pre-test and the post-test results in the sub-dimensions of the self-leadership skills scale in terms of the age groups of the stu-dents’ constituting the experimental group?

2. Is there a meaningful difference between the pre-test and the post-test results of stu-dents who constituted the experimental group in terms of sub-dimensions of the self-leader-ship skills scale according to gender?

3. Is there a meaningful difference between the pre-test and the post-test results of the experimental group students in terms of their status regarding their participation to sport?

4. Is there a significant difference between the pre-test and the post-test scores of the stu-dents in the experimental group in the scope of the sub-dimensions?

5. Is there a significant difference between the post-test scores of the students of the ex-perimental and control groups regarding the entire scale?

Working Group of the Study

In the research, during the academic year of 2015-2016, 75 freshmen who were studying at the Sports Management Department of the

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University of Ankara Sports Sciences Fac-ulty; and 75 freshmen studying at the Coach-ing Education Department of the same uni-versity constitute the control group. Permis-sion has been obtained from the Faculty of Sports Sciences of Ankara University (date: 06.10.2015, number 35654338-302.01.08 / E.1052) to work with the University students. Then the Ethics committee report was taken on 12.11.2015 with number 317 and started to work. During the research, while the drama group was performing drama activities for a total of 12 weeks, the experimental group did not participate in any drama activity.

Students in the experimental group have the right not to participate in drama workshops no more than three times. Students who could not attend to drama workshops more than three times were excluded from the re-search group due to this reason. As a result, 25 out of 100 students enrolled at the begin-ning were excluded from the study group be-cause they could not meet the required level of attendance. A total of 75 people formed the experimental group. All of the participants agreed to participate to the study voluntarily. The “volunteer consent forms”, which pro-vided information on the content of the work enabling them to leave the study whenever they wanted, were filled in by all participants.

Measurement Tool and Collecting Data

The 5-likert type Self-leadership scale devel-oped by Anderson and Prussia (1997:672-691). The Revised Self-Leadership Scale, which was subsequently confirmed by Hough-ton and Neck (2002: 672-691), was translated into Turkish by Tabak et al. (2013:213-246), was used to reach the determined goal of the research. The required consent which is used for the scale was taken from the Akif Tabak via e-mail. The scale has the following three sub-dimensions, namely Behaviour-Focused Strategies, Natural Reward Strategies and Constructive Thought Pattern Strategies. The lowest score for the answers given to the scale items was 29 and the highest score was 145. There are items coded reverse in the scale: Items numbered 5, 12, 21, and 26 are reverse encoded. In addition to this scale, a form in-cluding questions for the demographical and general information about the participants such as age, gender, status of participation to sport.

Preparation and Application of Creative Drama Training Program

Experiment and control groups were set up to measure whether the participants’ self lead-ership skills could be improved by creative drama or not. In the study, while drama work-shops on leadership were being prepared for

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the experimental group in the study, no action was taken for the control group.

The workshop topics and achievements for the subject are similar to the sub-factors of the scale which are Behavior-Focused Strategies, Natural Reward Strategies and Constructive Thought Pattern Strategies, and additionally consist of general leadership themes. Since the individuals who formed the experimen-tal group did not have creative drama back-grounds, they were informed about the gen-eral information about drama and the drama applications and techniques to be used in the workshops for two weeks. In the research, the creative drama training that the students took was in the form of course activity. A drama hall was used for the workshops and it was equipped with materials such as spaces, costumes, photographs, a rope, painting ma-terials, pictures, a music player, mattresses. The workshop titles on leadership were as follows; Leadership and Communication, Leadership and Goal Setting, Self-Rewarding in Leadership, Concept of Leadership and Trust, Team-building, Conflict Management, Leadership and Participation, Ethical Leader-ship, Leadership and Motivation, Leadership Types. All the workshops consisted of four groups of 20 - 25 students, who constituted the experimental group. Average workshop times lasted between 90 and 120 minutes. All

of the workshops consisted of preparatory, warm-up, animation and evaluation stages.

Analysis of Data

Field expert opinion was taken into consid-eration and SPSS 16.0 package program was used in the analysis of the collected data. Percentage distributions, standard deviations and arithmetic averages of the obtained data were determined and since the preliminary scale was used, no measurements were made to provide validity. Cronbach’s alpha coef-ficient is examined for the reliability of the scale. Cronbach Alpha internal consistency coefficient was found to be 825, which means it is reliable.

The Kolmogorov Smirnov test and the Skew-ness-kurtosis values were calculated by con-sidering the normal distribution of the data (group size over 50) (Büyüköztürk, 2011). As a result of the Kolmogorov Smirnov test, it was found that (p: 0.078-0.200) the data had a normal distribution. Skewness and kurtosis values were also found between -1 and +1. The “t” test was used to compare the differ-ences between the group averages, and the analysis of Covariance (Anova) was used to compare the inter-group post-test scores. The assumption of homogeneity of the data, which is a precondition for applying Anova, was provided by the Levene Test. At the end

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of the test results (p =, 679), the homogeneity of the variances was accepted.

RESULTS

Examination of the Distribution of Indi-viduals in the Experimental and Control Groups by Individual Variables

There are the distributions of individuals in the experimental and control groups accord-ing to individual variables (age, gender, sta-tus of participation to sport) below.

Table 1. Distribution of Individuals in the Experimental and Control Groups by Indi-vidual Variables

Personal InformationExperimental Group Control Group

Frequency (f)

Percentage(%)

Frequency (f)

Percentage(%)

GenderFemale 44 58,7 32 42,7

Male 31 41,3 43 57,3

Age18 – 20 57 76,0 55 73,3

21 – 23 18 24,0 20 26,7

Participation to Sport

I do sports. 58 77,3 61 81,3

I do not do sports. 6 8,0 5 6,70

I did sports in the past. 11 14,7 9 12,0

As stated in Table 1, when we look at the distributions according to gender of the first-grade students of Sport Management Depart-ment, 58.7% of them are female and 41.3% of them are male, and according to their age distribution it is seen that 76.0% of those be-tween the ages of 18-20 and 24.0% of those between the ages of 21-23. When we look at the distribution of sports participation cases; 77.3% of those say “I do sports”, 8.0% of

those say “I do not do sports” and 14.7% say “I did sports in the past”.

When we look at the distributions according to gender of the first class of trainee education department, it is seen that 42.7% of them are female and 57.3% of them are male, and ac-cording to age differences 73.3% of those be-tween the ages of 18-20, and 26.7% of those between the ages of 21-23. When we looked

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at the distribution of sports participation cas-es; it was seen that 81.3% of those said “I do sports”, 6.7% said “I do not do sports” and 12.0% of those said “I did sports in the past”.

Examination of Pre-test and Final Test Differences of Individual Variables of In-dividuals in Experiment Group

Table 2. The Results of the “Paired Sample t Test” for the Age Groups of the Individuals in the Experimental Group by Sub-dimensions of Self-Leadership Skills

SELF-LEADERSHIP

QUESTIONNAIREGroups N

Pre-Test Post-test

Average Difference

S SD t P*

X X X

Behaviour-Focused Strategies

18 – 20 Age 57 3,353 3,4872 ,133 ,63807 56 1,581 ,120

21 – 23 Age 18 3,2564 3,7564 ,500 ,65604 17 3,234 ,005

Natural Reward Strategies

18 – 20 Age 57 4,0526 4,2982 ,245 1,02261 56 1,813 ,075

21 – 23 Age 18 3,7222 4,6389 ,916 ,98891 17 3,933 ,001

Constructive Thought Pattern Strategies

18 – 20 Age 57 4,0414 4,1892 ,147 ,52348 56 2,133 ,037

21 – 23 Age 18 3,6984 4,4167 ,718 ,78149 17 3,899 ,001

*(p<0, 05)

In Table 2, it was calculated whether there is a significant difference in the results of “Paired Sample t Test” for the age groups according to the sub-dimensions (behaviour-oriented strategies, natural reward strategies and con-structive thought pattern strategies) of the in-dividuals who are studying in the first class of Sports Management Department, by tak-ing pre-test and post-test difference of related

measures. There is no significant difference between pre-test and post-test scores of the subjects in the 18-20 age range in the behav-iour-focused strategies subscale according to the ages of the individuals who are in sport management first grade [t (56) = 1,581, p> .05]. A significant difference was found be-tween the pre-test and post-test results in the behavioural strategies subscale of the sub-jects in the 21-23 age range [t (17) = 3,234,

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p <.05]. In the subscale of natural reward strategies according to the ages of individu-als who are in sport management first class, no significant difference was found between pre- and post-test results of persons in the age range of 18-20 [t (56) = 1,813, p> .05]. However, there was a significant difference between the pre-test and post-test results in the behaviour-focused strategies subscale of

the subjects in the 21-23 age range [t (17) = 3,933, p <.05]. In the subscale of constructive thought pattern strategies according to ages of individuals who are in sport management first grade, there was a significant difference between pre- and post-test results of the sub-jects in the age range 18-20 [t (56) = 2,133, p <.05] and 21-23 [t (17) = 3,899, p <.05].

Table 3. Results of the “Paired Sample t Test” Regarding the Individuals in the Experi-mental Group Relating to the Sub-Dimensions of Self-leadership Skills

SELF-LEADERSHIP

QUESTIONNAIREGender N

Pre-Test Post-Test

Average Difference

S SD t P*

X X X


Female 44 3,3811 3,6294 ,248 ,70420 43 2,338 ,024

Male 31 3,2581 3,4417 ,183 ,59308 30 1,724 ,095


Female 44 3,9773 4,3409 ,363 1,1121 43 2,169 ,036

Male 31 3,9677 4,4355 ,467 ,96554 30 2,697 ,011


Female 44 3,9886 4,2078 ,219 ,66995 43 2,170 ,036

Male 31 3,9171 4,2949 ,377 ,58936 30 3,570 ,001

*(p<0, 05)

In Table 3, it was calculated whether there is a significant difference in the results of “Paired Sample t Test” for the gender according to the sub-dimensions (behaviour-focused strat-egies, natural reward strategies and construc-tive thought pattern strategies) of the indi-viduals who are studying in the first class of

Sports Management Department, by taking pre-test and post-test difference of related measures. In the sub-dimension of behaviour-focused strategies according to gender of in-dividuals who are in the first grade of sports management, a meaningful difference was found between pre-test and post-test results of female. [t(43)=2,338, p<.05]. There was no significant difference between pre-test and

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post-test results of male [t (30) = 1,724, p> .05]. In the sub-dimension of natural reward strategies according to gender of individuals who are in the first grade of sports manage-ment, a meaningful difference was found be-tween pre-test and post-test results of female [t(43)=2,169, p<.05]. There was a significant difference between pre-test and post-test re-sults of male [t (30) = 2,697, p <.05]. In the

sub-dimension of constructive thought pattern strategies according to gender of individuals who are in the first grade of sports manage-ment, a meaningful difference was found be-tween pre-test and post-test results of female [t(43)=2,170, p<.05]. There was a significant difference between pre-test and post-test re-sults of male [t (30)=3,570, p<.05].

Table 4. “Paired Sample t Test” Test Results Regarding Levels of Participation in Sports by Sub-Dimensions of Self-leadership Skills of Individuals in the Experimental Group

SELF-LEADERSHIP

QUESTIONNAIREParticipation N

Pre- Test

Pro-Test

Average Difference

S sd t P*

X X X


I do sports. 58 3,3355 3,5159 ,18037 ,64271 57 2,137 ,037

I do not do sports. 6 3,0256 3,5897 ,56410 ,71280 5 1,938 ,110

I did sports in the past. 11 3,4685 3,7203 ,25175 ,71094 10 1,174 ,267


I do sports. 58 3,9224 4,3621 ,43966 1,03057 57 3,249 ,002

I do not do sports. 6 3,9167 4,5833 ,66667 1,29099 5 1,265 ,262

I did sports in the past. 11 4,2727 4,3636 ,09091 1,04447 10 ,289 ,779


I do sports. 58 4,0012 4,2106 ,20936 ,62397 57 2,555 ,013

I do not do sports. 6 3,5119 4,1905 ,67857 ,76765 5 2,165 ,083

I did sports in the past. 11 3,9805 4,4881 ,46753 ,58411 10 2,655 ,024

*(p<0, 05)

As it seems in table 4, it was calculated whether there is a significant difference in

the results of “Paired Sample t Test” for the status of participation to sports according to the sub-dimensions (behaviour-focused

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strategies, natural reward strategies and con-structive thought pattern strategies) of the in-dividuals who are studying in the first class of Sports Management Department, by tak-ing pre-test and post-test difference of related measures. In the sub-dimension of behaviour-focused strategies according to the status of participation to sports of individuals who are in the first grade of sport management, there is a significant difference between pre-test and post-test results of those who marked “I do sports” option [t(57)=2,137, p<.05]. There was no significant difference between the pre-test and post-test results of those who marked “I do not do sports” (t (5) = 1,938, p> .05). There was no significant difference between pre- and post-test results for those who marked “I did sports in the past” [t (10) = 1,174, p> .05]. In the sub-dimension of natural prize strategies according to the level of spore participation of the individuals who are studying in the first class of Sports Man-agement Department, a significant difference

was found between the results of pre-test and post-test of those who marked “I do sports” option [t(57)=3,249,p<.05]. There was no significant difference between the pre-test and post-test results of those who marked the “I do not do sports” option [t (5) = 1,265, p> .05]. No significant difference was found be-tween pre-test and post-test results for those who marked “I did sports in the past” [t (10) =, 289, p> .05]. In the sub-dimension of con-structive thought pattern strategies according to the levels of participation to sport of in-dividuals who are in the first year of Sports Management Department, there is a signifi-cant difference between the pre-test and post-test results of those who mark “I do sports”. There was no meaningful difference be-tween pre- and post-test results of those who marked “I do not do sports” (t (5) = 2,165, p> .05). A meaningful difference was found be-tween pre- and post-test results of those who marked “I did sports in the past” [t (10) =, 655, p <.05]

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Table 5. Results of the “Paired Sample t Test” of Individuals in the Experiment Group Relating to the Sub-Dimensions of the Self-leadership Skills Scale and the Complete

Scale

Self-Leadership Questionnaire Leadership N

Pre-Test

Post-Test

Averages Difference S sd t P*

X X XSelf-Leadership Questionnaire

Pre-Test – Post-Test 75 3,7542 4,0585 ,304 ,61791 74 4,265 ,000


Pre- test – Pro- test 75 3,3303 3,5518 ,221 ,65710 74 2,920 ,005


Pre- test – Post- test 75 3,9733 4,3800 ,406 1,0484 74 3,359 ,001

Constructive Thought Pattern

StrategiesPre- test – Pro- test 75 3,9590 4,2438 ,284 ,63861 74 3,862 ,000

A meaningful difference was found between the pre-test and post-test results of the indi-viduals who were educated in the first year of Sport Management Department [t(74)=4,265, p<.05]. As it seems in table 5, it was calcu-lated whether there is a significant difference in the results of “Paired Sample t Test” ac-cording to the sub-dimensions (behaviour-focused strategies, natural reward strategies and constructive thought pattern strategies) of the individuals who are studying in the first class of Sports Management Department, by using pre-test and post-test difference of re-lated measures. In the sub-dimension of be-haviour-focused strategies of individuals who are in the first grade of sports management,

a meaningful difference was found between pre-test and post-test results [t (74)=2,920, p<.05]. In the sub-dimension of natural re-ward strategies of individuals who are in the first grade of sports management, a meaning-ful difference was found between pre-test and post-test results [t(74)=3,359, p<.05]. In the sub-dimension of constructive thought pat-tern strategies of individuals who are in the first grade of sports management, a meaning-ful difference was found between pre-test and post-test results [t(74)=3,862, p<.05].

Analysis of the Differences between the Test Scores of the Individuals in the Ex-perimental and Control Groups Related to the Complete Scale

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Table 6. Results of Covariance Analysis According to Test Scores of the Individuals in the Experimental and Control Groups Related to the Complete Scale of Self-leadership

Skills

Source of Variance

Sum of Squares

Average of Squares

F Post-TestX

P*

Section 2,699 2,699 16,456 Coaching3,7686

Directorate4,0585

,000

Pre-Test ,131 ,131 ,800 ,372

Mistake 24,109 ,164

Total 2324,805

*(p<0, 05)

In Table 6, whether there is a significant dif-ference between the test group and the con-trol group post test scores was measured by covariance analysis. As seen in the table, it was observed that the self-leadership levels (= 4, 0585) of the individuals who are study-ing in the first class of the Sports Manage-ment Department are significantly higher than the self-leadership levels (= 3, 7686) of the first-class students in the Coaching Edu-cation Department.

DISCUSSION

Discussion and Commentary on the First Sub-Problem

While there was no significant difference in the 18-20 age range between the results of ‘behaviour-focused strategies’, ‘natural re-ward strategies’ and ‘constructive thought

pattern strategies’ pre-test and the post-test, there was a significant difference in the stu-dents between the ages of 21-23 in the Sports Management department students. Literature studies are available on whether leadership is affected or not affected by age.

Çelik and Sümbül (2008) reported from Hodgets (1999) mentioned that effective leadership skills can be affected by many fac-tors and that these factors are influenced by factors such as age, experience, participants’ anticipations, personality traits, process of decision making. Tahaoğlu and Gedikoglu (2009) stated that in the study they conducted with 4732 teachers working in 125 public schools, in which they have classed from the age of 21 to 50 and over, teachers who are 51 and over age fulfilled more leadership quali-ties than others. This situation shows parallel-ism to the findings of our study.

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Avcı (2011:7-18) states that in his survey study conducted with 435 Tourism Hotel Col-lege students in total, the leadership charac-teristics did not show a meaningful difference according to age. The study does not show parallelism to findings of ours. The reason of this can be attributed to the lack of necessity of direct leadership skill in the tourism field. Gilbert and colleagues (1990:187-196) found that in the study conducted with 1634 ran-domly selected persons for three years, lead-ership did not differ by age. This study differs from our findings in this sense. The reason for this may be described as the absence of parallelism with the sub-dimensions of the self-leadership scale we use.

Discussion and Commentary on the Sec-ond Sub-Problem

There was a significant difference between pre-test and post-test of female when the behaviour-focused strategies of sport admin-istrators were evaluated according to gender between pre-test and post-test results of the students, but no significant difference was found between pre-test and post-test results of male.

Leadership, a concept that has been debated since prehistoric times, has grown up to day-light without being included in a sexist class within a male dominant conception. When the

related studies were examined, it was deter-mined that leadership analyses were carried out only on men, not on women, and it was emphasized that all of the leaders displayed “masculine” characteristics (Uzun, 2005:29-30). Çelik and Sünbül (2008:14-18) found in the study which is about the effects of edu-cation and gender factors on 1419 students in 17 educational institutions in Mersin that female students who were studying at high school level had higher leadership skills. This situation shows parallelism to the findings of our study. On the other hand, the fact that the same study did not reveal any meaningful dif-ference in the leadership skills of the students at higher education level is not parallel to our study.

When pre-test and post-test results of natu-ral reward strategies and constructive thought pattern strategies were compared by gender, there was a significant difference between pre-test and post-test results of both female and male. Walker and Aritz (2015:452-478) stated in the study they conducted that, even though female exhibit leadership qualities in the male dominated societies, they had preju-dices that male are leaders. In this sense, this study contradicts the conclusions we have found when we make the distinction about leadership between female and male. We can attribute this to the fact that the scales we use

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are self-directed leadership strategies and that there is no concern for one’s acceptance of society. The main idea of self-leadership is one’s leadership strategies in his/her own selves.

Discussion and Commentary on the Third - Sub-Problem

When the behaviour-focused strategies of the sport administrators and the natural re-ward strategies were examined according to the levels of the status of participation to the sports it was found that there was no mean-ingful difference in all the sub-dimensions in the individuals who gave the answer “I do not play sports” when there was a meaningful difference between the pre-test and post test results of the individuals who answered “I do sports”.

Can et al. (2006:20-22) reached the conclu-sion in the study conducted with total 74 participants that the university students who were doing sports showed leadership behav-iours related to the “Understanding” sub-di-mension in the sports activities which were actively or simply participated in recreational purposes and they supported sporting activi-ties to be organized for the students to have the leadership qualities in the other sub-di-mensions and in general environment.

Marsh and Jackson (1986:391-415) found in the study conducted with 46 female athletes and non-athletic students whose age is 15 to 19 that the social level of athletic students is higher and they are more competent and more capable of leadership qualities. There was a meaningful difference between pre-test and post-test results of those who answered “I did sports in the past” in the sub-dimension of “Constructive thought pattern strategies” of sport administrator students. It would be a correct finding to relate this to the sub-factors of the constructive thought pattern strategies sub-dimension. The sub-factors are “to imag-ine successful performance by setting goals”, “self-talk” and “evaluation of thoughts and ideas”.

Haas and Tamarkin (1992:52-56) mentioned that internal observation is an on-going pro-cess for a leader, and that discipline and self-commitment are preliminary to internal observation. If the concepts of sport and dis-cipline are thought to be intertwined, it can be interpreted that the attitudes of people who did sports in the past have continued towards this sub-factor. Konter (1999); refers to hu-man being as an active and dynamic entity that transcends , changes, renews, and devel-ops self. From this definition, it is possible to come up with an interpretation that the sub-factor of thinking and opinion evaluation is

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encountered. On the other hand, athletes also benefit from psychological training as well as physical training.

If we think that sports managers are sports-men coming from sports and they are in-fluenced by sports nature, we can conclude that mental training is a method that is often used by sports managers, not just sportsmen. The most striking example of this is perhaps the Soviet athletics team at the 1980 Winter Olympics performed more successfully than groups who the spare no time and less time as they were spending more time on mental training. (Garfield and Bennett, 1984) These findings reveal that doing sports plays a role in the development of certain traits and may be a factor in demonstrating leadership be-haviour.

Discussion and Interpretation on the Fourth Sub-Problem

There was a significant difference between pre-test and post-test results according to all the sub-dimensions of the students in the Sports Management department which con-stituted the experimental group. The point reached in the light of the findings that meet most of the basic hypothesis of our study is that the drama method has a positive mean-ing on the leadership skill. Montessori, with his statement: “Education; not with the words

that teachers tell children, but with the ex-periences of children in the physical and so-cial environment.”, he emphasized the im-portance of learning through experiencing. It is an indispensable truth that experiences from life are knowledge. Drama is not only a method of learning but also a field which the relation between the situations arising from experiences are learned freely and at the same time it is a field with the unlimited imagina-tion power. (O’Neill and Lambert, 1990; Akt; Çalışkan and Karadağ, 2005:103-113)

Since drama is aimed at learning through liv-ing by nature far from other verbal expres-sion techniques, it makes possible to develop some social skills. (Akyol, 2003:184) It is no surprise that there is a meaningful dif-ference in all sub-dimensions in the light of the definitions made as a concept. When the literature was examined, no post-graduate, doctoral theses or no scientific studies were found under the name of drama and leader-ship development. On the other hand, many arts, education and sports fields in which the drama method is used are striking. The meth-od is the same even if we sort the works sep-arately by subjects, and the effectiveness of the drama method, which is the point of our work, reveals the functionality of the drama in different areas.

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Epçaçan (2012:14), the Faculty of Educa-tion of Siirt University, conducted a survey of 150 classroom teachers to determine the effectiveness of the creative drama method. As a result of the drama lesson activities in primary education, the teacher candidates identified the creative drama as a completely teaching method with strong and weak as-pects. Soytürk et al. (2007:55) found when they examined the effect of the creative dra-ma technique applied over 30 primary school students in the 9-11 age groups for 9 weeks on the patterning of basic mobility skills, the experimental group’s mobility was signifi-cantly higher than that of the control group.

Özyıldırım Gümüş and İspir (2014:253) have reached a consensus that their awareness of the structure of effective mathematics learn-ing environments has increased with the cre-ative drama method in their work for a total of 10 weeks on 22 primary school mathemat-ics teacher candidates who are studying in the fourth grade of a state university in Ankara. Çakmakçı and Özabacı (2013:11) have found that drama-supported education develops stu-dents’ decision-making skills and causes a meaningful change in decision-making skills to solve daily problems in their 6-week study conducted with a total of 50 students in the 4th grade; drama-supported education. Par-ticularly in Çakmakçı and Özabacı’s observa-

tions that students are increasing in decision-making skills and problem-solving skills are evidence that students demonstrate leader-ship behaviour.

Discussion and Interpretation on the Fifth Sub-Problem

The results of the “Covariance Analysis” which was conducted to determine whether there was a significant difference between the test scores of the experimental and con-trol groups regarding the whole scale, it was found that the self-leadership levels of the in-dividuals in the first grade of the sports man-agement department were significantly high-er than the self-leadership levels of the first grade students in the coaching department. When the findings in response to sub-prob-lems such as revealing significant differences in the sub-dimensions, and no significant dif-ferences in the pre-test and post-test results in the control group were evaluated, the signals that the study is successful made it evident. There are two important points to note here: Although our study seems to be a study mea-suring the effectiveness of the drama method, it also provides evidence that leadership skills can be improved. In this context, the findings of the eighth sub-problem and the underly-ing idea of the work are to be discussed un-der two headings. First of them, leadership is

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a developing concept. Secondly, drama is a method that develops leadership. It is clear in this study that leadership is a developing con-cept and that development programs follow an increasing graphic. (Mole, 2004:74)

Over the past few years, researches have emerged on how to develop large-scale lead-ership in leadership books and leadership programs. There are several reasons for this: First, rapid changes in business, the develop-ment of technology, changes in human val-ues and values in global communication can be said. In addition, as a result of science and technology developments, the emerging problems such as alienation and corruption of progressive workers and unemployment are often regarded as the causes that unravel them.

Finally, because the works of the Enterpris-ing Nation Report and Kotter reveal the great need for leadership in the organization, we can say that studies of leadership develop-ment are of great importance. (Cacioppe, 1998:44-53) In fact, it can be said that the concept called leadership development is generally individual-based and means the development of skills related to knowledge, skills and official leadership roles. (Day, 2001:581-613) This way of thinking, which constitutes the transformative leadership ap-

proach, is already the most important theory that supports leadership development. There are also studies supporting leadership devel-opment.

Atwater and his colleagues (1999) investi-gated the effects of individual differences such as self-esteem, courage, moral develop-ment, and physical health on leadership de-velopment in 236 male students studying at the Military Academy and they came to the conclusion that self-esteem and courage did not affect the effectiveness of the leader when physical and moral values were developing. Rosh (1999:28-37) revealed that leadership skills improves by finding a significant dif-ference in pre-test and post-test mean scores from their own statements in the 10-week study with 30 experimental and 32 control groups, with the students taking the leader-ship course.

In another study by Delice (2014:235-261), it was detected that leadership training causes a meaningful differentiation in leadership at-titudes in general; in a detailed review, it was determined that there were significant dif-ferences in the eight of twelve leadership di-mensions. The relevant literature knowledge clearly demonstrates the need for leader and leadership. The studies examined in the field support the idea of developing the leadership

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that emerges with the need to meet this re-quirement. The obtained findings and related studies clarify the first part of our discussion. Tourangeau (2004:1);however, did not find a significant difference in the study between pre-test and post-test scores as a result of leadership training applied to the participants of 67 Canadian Public Health employees. The findings do not show parallelism in this sense as well as the underlying reasons sug-gests that there may be concepts such as time, individual factors, need for leadership in the sector, and organizational scheme. The sec-ond part of our discussion is the thesis that creative drama can be used as a way of im-proving the leadership skill. In the first appli-cations, the creative drama is included only in kindergartens and crèches, but nowadays it is also included in the personal development and leadership trainings at every stage of edu-cation. (Aytaş, 2013:8) When relevant studies are investigated,

• In foreign language learning (16),

• In creative writing in literature (3),

• In the education of children with dis-abilities (11),

• In social studies lessons (14),

• In Geometry teaching (7),

• In teaching ecosystems (Biology) (6)

The study stated that creative drama had its effects in the areas where it was used as a method. (Soytürk et al. 2012) In addition, we see a similar work on the development of leadership skills in a thesis study that was prepared at the last stage of the Creative Dra-ma Leadership / Trainer Program of the Con-temporary Drama Association. Tunç (2014) concluded in the direction of participants’ opinions and findings in the study with 18 people consisting of seven weeks that drama method was an effective way to improve the effective leadership methods and skills of the drama method.

Saçlı (2013:179), determined in the study conducted in Hacettepe University, Sport Sciences and Technology School and Physi-cal Education and Sports Teaching Program, 2010-2011 Education Year- with 64 physical education teacher candidates for 10 weeks that there are positive changes in critical thinking in the group taking creative drama courses. In the related literature, there are studies on the development of behaviours, which constitute a number of leadership qualities and there are not encountered with direct studies of devel-oping leadership by drama.

Dassen (2015:13) has shown that drama tech-niques are important tools to understand and

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improve the working of the group, in a study of 10 public health organizations and non-profit organizations in the range of 5 to 18 employees in Northern European organiza-tions. He also found that effective use of dra-ma techniques improved the effectiveness of the team position and helped the team main-tain its dynamism.

Gentry and Perkins (2015:178-179), in their work on increasing dependence in the psy-chology class through drama, have found that active learning through drama can provide more benefits than learning simply because students find their own way of life. Schil-ler (2008:26), in his work; showed that the risk behaviours of them decrease as the self-esteem increases with the drama method of the students at risk. Each of these studies re-vealed that drama plays an effective role in enhancing self-esteem, motivation, and so-cial skills of each participant in the important and positive direction.

Kerekes and King (2010:56) determined in the study “drama in teacher education” in New York with 4th grade students and 4 se-lected teachers for 17 weeks in the curricu-lum; that their problem solving, and critical thinking skills developed, as well as self-con-fidence and self-efficacy in crime and test-focused work.

CONCLUSIONS

While there was no significant difference in the 18-20 age range between the results of ‘behaviour-focused strategies’, ‘natural re-ward strategies’ and ‘constructive thought pattern strategies’ pre-test and the post-test, there was a significant difference in the stu-dents between the ages of 21-23 in the Sports Management department students. Literature studies are available on whether leadership is affected or not affected by age.

There was a significant difference between pre-test and post-test of female when the behaviour-focused strategies of sport admin-istrators were evaluated according to gender between pre-test and post-test results of the students, but no significant difference was found between pre-test and post-test results of male

When the behaviour-focused strategies of the sport administrators and the natural re-ward strategies were examined according to the levels of the status of participation to the sports it was found that there was no mean-ingful difference in all the sub-dimensions in the individuals who gave the answer “I do not play sports” when there was a meaningful difference between the pre-test and post test results of the individuals who answered “I do sports”.

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In the research we tried to show whether the self leadership skills of the students of sports management department improved with cre-ative drama studies or not, there was a posi-tive significant difference in all of the sub-dimensions of the scale and in the scale itself as a whole in the experimental group. A simi-lar difference was also observed in the com-parison between the experimental and control groups’ post test scores. It was concluded that creative drama is an effective way to improve self-leadership skills.

RECOMMENDATIONS

Research Recommendations

In this study using quasi-experimental design with a pre-test, a post-test and a control group, significant differences were found between the pre-test and the post-test results for the creative drama training for the experimental group. In addition to the method of analysis of quantitative data used, a mixed method can be used by incorporating qualitative data into the study. Methods such as individual inter-views or student diaries may reveal deeper findings in terms of classifying the increase in self leadership skills.

Whether the creative drama which influences the students of sports management is also in-

fluential on sports managers or not can be an-other research topic.

Since creative drama was used as an impor-tant method in increasing individual aware-ness and the assumption that it can also devel-op self-leadership skills, it can be considered for different types of leadership and different applications as well.

The validity of the research can be checked by making similar measurements with differ-ent leadership workshops in accordance with the general operation of the drama works. In the same way, it can be shown how work-shops work in different groups.

Recommendations for Implementations

Instead of processing creative drama cours-es within a designated weekly schedule, the hours and workshop durations can be rear-ranged according to group characteristics and the learner’s course intensity; and the time periods that will provide the maximum ben-efit to the permanence of this learning can be selected.

Perhaps creating later workshops for only the creative drama techniques and the discipline of creative drama by devoting a longer time can make a difference in the results of the work.

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The notion of leadership is a process. When considered in this sense, new studies can be done to investigate the effects of procedural drama on leadership development.

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YARATICI DRAMA EĞİTİMİNİN SPOR YÖNETİCİLİĞİ BÖLÜMÜ ÖĞRENCİLERİNİN ÖZ LİDERLİK BECERİLERİ ÜZERİNE ETKİSİ

Öz: Giriş: Günümüz toplumları, yöneticilerin hal, tavır ve davranışlarını ve en genel anlamıyla yöneticilik tarzlarını sorgularlarken onları kazanılan başarı ya da mevcut sorunların odak noktası olarak görmektedirler. Çoğu kez yöneticilerin örgütteki işleyişin bir numaralı sorum-lusu olduğunu görmekteyiz. Özellikle 1960’lı yıllardan günümüze kadar gelen süreç içerisinde sporu çevreleyen kişi, kurum ve kuruluşların gelişmesi sporun endüstrileşmesine zemin hazırlamıştır (Argan ve Katırcı, 2002). Bu bağlamda endüstrileşen sporun yönetilmesi spor yöneticisine olan ihtiyacı doğurmuştur ve spor yöneticisi kimdir sorusuna verilen cevaplar, spor yöneticiliğini tanımlamaya yönelik farklı bakış açılarını ortaya koymuştur. Atar ve Öz-bek (2009), yaptıkları çalışmada BESYO öğrencilerinin liderlik davranışlarını kazanmaları, onların meslek yaşamlarında başarılı olmalarını sağlayacağını ifade etmişlerdir. Belirtilen bu koşullar değerlendirildiğinde spor yöneticilerinin liderlik davranışı göstermelerinin zorunlu bir davranış olduğu ortadadır. Liderliğin gelişebilir olduğunun farkına varılması ile birlikte dünya üzerinde birçok şirket, işletme ve benzeri yapıdaki örgütler, liderliği ortaya çıkaran ve geliştiren eğitim faaliyetleri düzenlemeye başlamışlardır. Spor yöneticilerinin yaratıcı drama eğitimi kullanarak geliştirilmesi hedeflenen liderlik becerilerinin, yönetici eğitim programlarına da transfer edilmesi, bu alana katkı sağlayacak bir girişim olacaktır. Mevcut eğitimlere ek olarak modern eğitim programlarında yaratıcı dramanın yöntem olarak kullanıldığı ve bu program-lardaki amaçların bireyin potansiyelini en üst düzeye çıkarma hedefi düşünüldüğünde yaratıcı drama etkinliklerinin liderlik gelişimi için kullanılabilecek bir araç olması mümkün olabilir. Amaç: Bu çalışma yaratıcı drama yoluyla öz liderlik becerilerinin gelişip gelişmeyeceğini or-taya koymak amacıyla tasarlanmıştır. Yöntem: Araştırma grubunu 2015-16 eğitim öğretim yılında Ankara Üniversitesi Spor Bilimleri Fakültesi Spor Yöneticiliği birinci sınıf öğrencileri (deney grubu) ve Antrenörlük Eğitimi Bölümü birinci sınıf öğrencileri (kontrol grubu) 75+ 75 toplam 150 kişi oluşturmaktadır. Üniversite öğrencileriyle çalışma yapmak için Ankara Üniversitesi Spor Bilimleri Fakültesinden İzin alınmıştır. Daha sonra Etik Kurulu raporu da alınarak çalışmaya başlanmıştır. Bu araştırmada, eşitlenmemiş kontrol gruplu ön test - son test

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yarı deneysel desende bir araştırma modeli kullanılmıştır. Katılımcıların Öz liderlik becerilerini belirlemek üzere 5’li likert tipinde 29 maddeden oluşan öz liderlik ölçeği kullanılmıştır. Ander-son ve Prussia (1997) tarafından geliştirilen (Self-Leadership Questionnaire-SLQ) daha sonra Houghton ve Neck (2002) tarafından doğrulayıcı çalışmaları yapılan Revize Edilmiş Öz Lider-lik Ölçeği’nin Tabak ve arkadaşları (2013) tarafından düzenlenip Türkçeleştirilmiştir. Bu ölçek “Davranış odaklı stratejiler”, “Doğal ödül stratejileri” ve “Yapıcı düşünce modeli stratejileri” alt boyutlarından oluşmaktadır. Atölye konuları ve konuya ait kazanımlar, ölçek maddelerinin oluşturduğu alt faktörler ile benzerlik göstermekte ve ilave olarak genel liderlik temalarından oluşmaktadır. Liderlik konulu atölye başlıkları şu şekildedir; Liderlik ve İletişim, Liderlik ve Hedef Belirleme, Liderlikte Kendini Ödüllendirme, Liderlik ve Güven Kavramı, Takım Olma, Çatışma Yönetimi, Liderlik ve Katılım, Etik Liderlik, Liderlik ve Motivasyon, Liderlik Türl-eri. Tüm atölyeler deney grubunu oluşturan 20 - 25 kişilik toplamda dört gruba uygulanmıştır. Ortalama atölye süreleri 90 dk. ve 120 dk. aralığında sürmüştür. Atölyelerin tamamı, hazırlık, ısınma, canlandırma ve değerlendirme aşamalarından oluşmaktadır. Nicel verilerin analizinde grup içi ön test ve son test sonuçları arasındaki fark “t” testi ve gruplar arası son test sonuçları arasındaki fark “Kovaryans” analiziyle ölçülmüştür. Bulgular: Spor Yöneticiliği bölümünün birinci sınıfında öğrenim gören bireylerin cinsiyetlerine göre dağılımlarına bakıldığında % 58,7 ‘sinin kadın, % 41,3 ‘ünün ise erkek olduğu, yaş durumlarına göre dağılımlarına bakıldığında; 18-20 yaş arasında olanların % 76,0’lık kısmı, 21-23 yaş arasında olanların % 24,0’lık kısmı oluşturduğu görülmektedir. Spora katılım durumlarının dağılımlarına bakıldığında ise; “spor yapıyorum” diyenlerin % 77,3’lük kısmı, “spor yapmıyorum” diyenlerin % 8,0’lik kısmı, “geçmişte spor yapmıştım” diyenlerin % 14,7’ lik kısmı oluşturduğu görülmüştür. Deney grubunda tüm alt boyutlarda ön test ve son test sonuçları arasında anlamlı fark bulunurken kontrol grubunda alt boyutlarda herhangi anlamlı bir farka rastlanamamıştır. Son test skorları açısından deney ve kontrol grubu arasında anlamlı fark olup olmadığı incelendiğinde deney grubunun pozitif yönlü anlamlı farklılığı ispat edilmiştir. Burada dikkat edilmesi gereken iki önemli husus vardır: Çalışmamız drama yönteminin etkililiğini ölçen bir çalışma gibi görünse de liderlik becerilerinin gelişebildiğiyle ilgili de kanıtlar ortaya koymaktadır. Bu bağlamda sekizinci alt problem ve aslında çalışmanın temelini oluşturan düşünceye ilişkin bulgular, iki başlık altında tartışılmalıdır. Bunlardan birincisi, liderliğin gelişebilir bir kavram olduğudur. Tartışmamızın İkinci kısmını ise yaratıcı dramanın liderlik becerisinin geliştirmesinde bir yön-

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tem olarak kullanılabileceği tezi oluşturmaktadır. Sonuç: Elde edilen bulgular doğrultusunda yaratıcı drama yönteminin öz liderlik becerisinin gelişiminde anlamlı etkisi olduğu söylene-bilir. Deney grubunu oluşturan Spor Yöneticiliği bölümü öğrencilerinin tüm alt boyutlara göre ön test ve son test sonuçları arasında anlamlı bir farka rastlanmıştır. Çalışmamızın temel hipo-tezinin büyük bir kısmını karşılayan bulguların ışığında varılan nokta, drama yönteminin lider-lik becerisi üzerinde pozitif yönlü anlamlılık yarattığıdır. Montessori, “Eğitim; öğretmenlerin çocuklara sözcüklerle anlattıklarıyla değil, çocukların fiziksel ve sosyal çevrede geçirdikleri yaşantılarla gerçekleşir.” sözüyle yaşayarak öğrenmenin önemini vurgulamıştır. Yaşantılardan çıkan deneyimlerin bilgiyi oluşturduğu su götürmez bir gerçektir. Drama, bir öğrenme yön-temi olmasının yanında, yaşantılardan ortaya çıkan durumların ve bunların arasındaki ilişkinin rahatça öğrenildiği, aynı zamanda sınırsız hayal gücünü içinde barındıran bir alan olarak karşımıza çıkar (O’Neill ve Lambert, 1990; Akt; Çalışkan ve Karadağ, 2005). Bulgular bu an-lamda savunduğumuz görüşü destekler niteliktedir.

Anahtar Kelimeler: Drama, Liderlik, Spor Yöneticiliği, Yaratıcı Drama

ABOUT US

International Refereed Journal of Humanities and Academic Sciences was published in 2012. The journal publishes original, review, and research papers in social sciences. The journal is international, refereed and academic. The journal brings together various studies in social sciences. Publication of the journal language is English by the year 2016. However, the journal publishes papers in different languages. Science is universal. The main objective of the journal is to provide an intellectual platform for the authors, referees, and the members of science and advisory board who are all welcome to contribute to the development of science within the rules of ethics. The journal aims at becoming one of the leading journals publishing in social sciences to contribute to scientific and academic advancement. The journal also aims at introducing the readers and researchers to the most qualified and sufficient papers. In the journal nobody is privileged. The journal is published four times in a year, at the end of March, June, September, and December. The submitted manuscripts are firstly taken into evaluation by the editorial board. Provided that the articles meet the preliminary evaluation requirements, they are sent for scholarly assessment to the referees who are experts in the appropriate field. Each paper is evaluated by the two field referees, and the approved papers are accepted to be published. Each paper is asked to be revised for three times at most. If the manuscript is not corrected or revised for the third time, the study is rejected automatically. Each process in the journal can be followed through the system. The journal is an internet/web-based journal that all the records are kept in the system. In each issue one single manuscript of the same author is included. Other manuscripts of the same author are saved to be published in the following issues. Different studies or papers with multiple authors might be accepted to be published if the editorial board deems appropriate. This is arranged within the rules of the journal, no sanctions can be imposed on the journal. Research topics and the use of language are of great importance. Direct quotations are never accepted. If internet sources are used, the link and the date of access must be given. In the studies that require the ethics committee approval, the approval report should be submitted to the journal. Even though the referees accept the manuscript, it will not be published unless the approval report is submitted to the journal. In this case, none of the authors or researchers can assert legal rights. In the journal, copyright agreement is not signed. However, the editorial board or the editors might request the author/authors to sign the agreement if necessary. The manuscripts, sent to the journal, should not have been submitted to another journal previously or under consideration for publication simultaneously. The journal has a claim on rejecting the articles prior to the referee assessment process unilaterally. None of the authors can assert legal rights in this case. The names of the referees will not be revealed to the authors. The names are known only by the editors. The

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15 The current papers are uploaded to the system by the author being the member of the system step by step. The paper uploaded is sent to the relevant field editor by the system manager and asked for approval for referee evaluation. If there are more than one author name in the paper, this information should be inserted in the system together with the names and institutions of author(s) while uploading the paper to the system. Our journal and management never accepts responsibility regarding the problems that may arise about the names and institutions of authors related to the article. This information must be unilaterally inserted in the system by author(s). Our journal and management aren’t responsible to insert this information to the system. Our journal and management only take into account the information uploaded to the system by author(s).

16 The language of our journal is English. However, the papers prepared in different situations and principles are accepted in other languages. In this case, the publication board unilaterally reserves the right to use initiative or reject. Relevant author(s) cannot be effective or impose sanction on our journal in this matter.

17 The author cannot decide on which referee will evaluate the paper and won’t know the information of the referee making the evaluation. After the referee evaluation of the relevant paper, the correspondent author who accepts the responsibility in uploading the paper to the system is informed via the web system. The e-mail address in the journal

system should be valid and correct. The member author is unilaterally responsible for any delay and problem that may arise about the authors whose membership information isn’t valid and correct in the system. Our journal doesn’t address comments to other authors. The member author who uploads the paper to the system is the addressee and the responsibility belongs to the relevant author. If the paper is uploaded to the system by someone else whose name isn’t in the paper, the relevant member becomes responsible for this situation. Our journal and management are never responsible for possible problems. All kinds of correspondences and information related to the article are directed to the member author. Our journal isn’t supposed to inform other author(s).

18 Information about the authors and the materials of communication are confidential and it is only known by system manager and the editor. Therefore, authors don’t have such a right to ask for referee evaluation or any other demand. Information on referees and authors are only shared with the system editor, technical editor, chief editor and the field editor.

19 The number of pages uploaded to the system is 20. This number can increase according to the subject of the paper. Annexes and tables can be excluded from this number. However, publication board, field editor and the chief editor unilaterally reserve their right to make a positive or negative evaluation. Author(s) cannot claim a right in this matter.

20 Our journal is an “e” electronic journal but is also published in paper version. Individuals who would like to get printed version of the journal can obtain it by paying the necessary fee to the relevant printing company. Our journal does not have to provide printed version of the journal to any author or individual. Annual membership fee should also be sent to relevant printing company for works sent to our journal. A reasonable amount of fee is requested from the author of the paper approved for publication considering the journal expenses and according to the conditions of that time. The relevant author or the person who makes the payment is sent a receipt about the payment by the beneficiary company.

21 Evaluation process of works uploaded to the system is two months. Works which are not evaluated within this period of time and about which information report is not received are sent to a different referee. Author(s) cannot claim a right on our journal and management because of this delay. It is out of question for the papers being in the referee evaluation process to be withdrawn from the journal under any circumstances.

22 Our journal publishes four times a year. The journal and publication board has a right to publish special issues. This is up to the initiative of journal management.

23 Publication and copyright of published papers belong to our journal. Publication right

of every paper uploaded to the system is automatically transferred to the journal. The

responsible author approves the transfer contract created at the same time with the

button on the website while uploading the paper to the system. None of the authors are

requested to sign the copyright agreement for this procedure. Journal management has

the right to demand transfer agreement with wet signature if required. The papers being

in the referee evaluation process cannot be withdrawn from the publication. A valid

reason should be indicated for the papers that are withdrawn. Otherwise, legal action

is unilaterally taken against the relevant author(s). Author(s) approve these conditions

in advance for the paper uploaded to the system. None of the author(s) have a right to

object.

24 Relevant author(s) are supposed to insert the ethics board or institutional approval while

uploading the paper to the system if necessary. The whole responsibility unilaterally

belongs to author(s) in case of a possible problem if the information of papers for which

ethics board or institutional approval is required isn’t inserted in the system or the journal

management isn’t informed. Our journal is never asked to accept such a responsibility.

Our journal and management doesn’t have to ask or monitor this information.

IT IS CONSIDERED THAT ABOVEMENTIONED 24 ITEMS OF PUBLICATION PRINCIP-

LES GUIDELINE ARE ACCEPTED BY AUTHOR OR AUTHORS WHO ARE INVOLVED

IN THE SYSTEM. NO AUTHOR HAS THE RIGHT TO OBJECT TO THESE PRINCIPLES.

OUR JOURNAL HAS UNILATERAL RIGHT IN TERMS OF PUBLICATION PRINCIP LES,

AND PUBLISHING, EVALUATION OR REFUSAL OF WORKS. THIS RIGHT CANNOT

BE CHANGED UNDER ANY CIRCUMSTANCES AND CONDITIONS. OUR JOURNAL

HAS THE RIGHT TO USE ITS LEGAL RIGHTS WITHIN THE FRAMEWORK OF RELE-

VANT LAWS AND LIABILITIES IN CASE OF AUTHOR/AUTHORS WHO DO NOT ACT

IN ACCORDANCE WITH RELEVANT PRINCIPLES AND RULES. EVERYBODY WHO

IS INVOLVED IN THE SYSTEM HAS AUTOMATICALLY AGREED ON THESE POINTS

IN ADVANCE.

GUIDELINES FOR THE AUTHORS

1 The language of the journal is English. Original researches, analyses, compilations, case studies, projects and book launches are accepted (they must be in an article format).

2 If the editorial board and the administrative board approve the papers prepared in different languages, it is accepted. The journal acts unilaterally.

3 The journal has a printed and electronic version. The articles are downloaded from the website and the relevant manuscript can be used on condition that it is referred to our journal and “article”. The readers can have an access to all volumes of the journal for free on the website.

4 Papers are accepted on condition that the author is registered to be a member of the journal.

5 None of the authors can assert legal rights on the journal.

6 The journal cannot be held ethically and biostatistically responsible for the papers; however, the author himself/herself is unilaterally responsible for the articles. Our journal cannot be put under an obligation. Author(s) must get the relevant approvals and inform the journal management for the articles requiring ethics board or institutional approval. The information of the papers requiring ethics board and institutional approval should be entered into the system by the responsible member author while uploading the article. In case of a problem, author(s) are unilaterally held responsible. Our journal never accepts liability in any matters.

7 The papers, submitted to the journal, should not have been sent to another journal previously and under consideration of another journal for publication simultaneously. Also, if it is determined that an article sent and processed in our journal has been in the publication process at the same time, our journal unilaterally reserves its legal rights against the relevant author(s). If such cases occur, the article is rejected on condition that refutation is published and the journal imposes the required sanctions on the author(s).

8 Each study is evaluated by the two referees, and the approved papers by the two referees are saved to be published in the following issues. Evaluation period of papers is three months according to the responses of referees. The papers that don’t yield any response regarding the evaluation within three months are directed to another referee. In this

case, a time extension is in question and a demand cannot be raised. The author cannot claim any right or withdraw the article from the system. The manuscripts in the referee evaluation process must be analyzed in terms of plagiarism and they should be sent to us and uploaded to the system in line with the scientific ethical rules. In case it has been determined that the articles published in our journal don’t comply with the scientific ethical rules, we reserve our legal rights against the relevant author(s).

9 None of the studies and authors has privileges in the journal. Each author and study has the same rights and they’re equal. No privilege is granted.

10 The names of the referees-experts in their fields will not be revealed to the authors. Information concerning the authors is known only by the system manager and the editor. It is kept confidential.

11 The papers uploaded to the system are first evaluated by the editor. A correction demand can be raised by our editorial board for the manuscripts not complying with the spelling rules. The articles edited in line with the spelling rules are sent to referee evaluation. The corrections demanded by the referee can be seen on the system by the relevant responsible author with the membership information and the correspondent author is informed via the system by e-mail. Every referee has the right to claim correction three times for a paper. If the correction isn’t still made after three demands, the paper is automatically “REJECTED”. The papers corrected in accordance with the referee suggestions are “ACCEPTED” or “REJECTED” after being evaluated by the editor again. The correspondent author is informed via the system by e-mail. The paper can be REJECTED with the decision of chief editor even though it has gone through the referee approval. All rights belong to the chief editor in this matter. None of the author(s) can impose a sanction on the decisions of chief editor or raise any demand.

12 If the article is produced from the thesis, presentation, and so on, it should be stated and explained in the footnote. Otherwise the author is accused of plagiarism. In that case, the journal cannot be held responsible for this situation.

13 If the paper is not within the scope of the journal, it is the editors and the administrators who will accept or reject the paper unilaterally. The author cannot assert any legal rights.

14 The uploaded study belongs to the journal with its exclusive rights by author(s). For this reason, it is not necessary for the author(s) to sign any other documents. The studies uploaded to the system are regarded as being transferred to our journal with all rights. If necessary, author(s) can be demanded a transfer contract with wet signature.

15 In the articles evaluated in our journal, the correspondent author is regarded as the addressee; other authors are not communicated and informed. The journal is not supposed to give information to other authors.

16 The referees act independently in the journal. Authors cannot exercise power over the referees or cannot demand anything from the referees.

17 The journal publishes four times a year in March, June, September and December. However, there might be changes in the periods depending on the publication process. The journal cannot be held responsible for this.

18 Following the evaluation process of the papers, the referee report can be seen on the system and sent to the correspondent author by e-mail. After completing the two-referee evaluation process, correction demand can be made via the system by e-mail. The corrections made before that cannot be allowed in the system. The edited paper should be uploaded again with the registered ID number. The authors should make the required corrections in 15 days. If the corrections are not made within 15 days, the article is rejected by the system automatically. None of the authors can impose sanctions on the journal in this case.

WRITING RULES OF THE JOURNAL

• The bibliography is arranged according to the Turkish alphabet order. The sample article for the writing rules and preparation of papers can be found on our website in Word format. All authors are required to take into account the writing format in the last volume of the journal.

• The main text of papers, abstract, tables and footnotes that will be sent to the journal must be written in MS Word Program, with Times New Roman in 12 pt. and single spaced.

• Page layout must be with 3 cm margin in the top, bottom, left and right.

• Texts must be between 15-20 pages, they must be no longer than 20 pages and page number must be indicated at the bottom of the page. Annex documents, tables, figures, charts and similar materials aren’t included in the number of pages.

• Page layout must include the titles, abstract and tables written in one column, the main text and the references should be given in two columns, justified and without indentation, spacing 12nk below the titles and paragraphs. Extended English Abstract must be provided after the references in 12 pt. and one column.

• On the first page, Özet and Anahtar Kelimeler in Turkish must be below the Turkish heading, Abstract and Key Words must be below the English heading. Abstract in Turkish and English must be no longer than 150-200 words in 12 pt. Sub-headings must include Abstract, Aim, Method, Findings, Conclusion and Key Words. Anahtar Sözcük(Ler)/Key Words must be given in 3-7 words below the Abstracts by capitalizing the first letters of each word. In addition to this, key words must be written in the space provided by the system by capitalizing the first letters of each word and by separating each word by comma. It is necessary to choose the Turkish keywords according to “Türkiye Bilim Terimleri” and English key words in accordance with the “Index Medicus Medical Subject Heading (MeSH)” standards (http://www.bilimterimleri.com).

• If the article has been presented in a conference, the title of the conference, the date and the place of the conference and the type of the presentation must be provided below the “Author’s note,” after the References part. For example, Author’s Note: This study has

been presented at “1.Ulusal Ana Çocuk Sağlığı Kongresi,” on 19-20 December 2014, in İzmir as an oral presentation.

• The names and the affiliations of the authors must not be given on the text below the title; this information must be uploaded to the system on the website.

• It should be stated that research articles have been prepared according to the scientific ethical principles and ethical board report information (Name of the institution from which report is received, its date and the serial number of report) must be added to the system. It is also necessary to scan the ethical board’s report and the institution’s permit document and to send to our editorial office via e-mail. For the papers without ethical board report, a signed document indicating that it doesn’t have the ethical board report must be sent to the editorial board via e-mail.

• The main text must include such parts as Introduction, Method, Findings, Discussion, Conclusion, References, Acknowledgement (persons and institutions not participated in the study but contributed to the development of the study should be acknowledged here) and Extended Abstract. Extended English Abstract must be 750 words and more. Extended abstract must be prepared apart from Turkish abstract. It must be added to the paper after the references. The title (Extended English Abstract) must be written in capital letters, bold and centered, and the text must be justified without indentation, in 12 pt. and one column. Below the titles of Definition and Importance (references can be given only in this part), Aim, Method, Findings, Results and Conclusion, data concerning the article must be provided.

• Tables and figures must be placed in the text appropriately. Numbers and headings of tables/figures must be above the table; sentence case must be used in 12 pt., bold and justified. There must be a full stop between the table number and heading. Tables must only contain horizontal line. Each table must be referred to within the text. Items in the table must be in 1 line spacing and 12 pt. Explanations of the tables must be indicated below the table in 10 pt. and by putting * before it. E.g.: *Saraçoğlu, 2004:416-21.. Explanations about the abbreviations must be stated below the table and figure by using “*,**” or “a, b” in 12 pt. The number of tables and figures must be no longer than 6.

• Reviews must incorporate Turkish and English Headings, Abstract, Text, References and Extended English Abstract. Text should include a structure within a purpose, Conclusion parts must be completed. Headings, Abstract must be in one column; Text, References and Extended English Abstract must be in two columns, justified without indent and with 12 nk spacing in heading and at the end of the paragraph. Extended

English Abstract must be 750 words and more. Extended abstract must be prepared apart from Turkish abstract. It must be added to the paper after the references. The title (Extended English Abstract) must be written in capital letters, bold and centered, and the text must be justified without indentation, in 12 pt. and one column. Below the titles of Definition and Importance, Aim, Method, Findings, Results and Conclusion, data concerning the article must be provided within the Extended English Abstract.

• Case reports must include Turkish and English headings, Abstract, Introduction, Case Report, Discussion, References and Extended English Abstract. Headings and Abstracts must be 12 pt. and in one column; Introduction, Case Report, Discussion, References must be 12 pt. and in two columns justified without indent and with 12 nk spacing in heading and at the end of the paragraph. Extended English Abstract must be 750 words and more. Extended abstract must be prepared apart from Turkish abstract. It must be added to the paper after the references. The title (Extended English Abstract) must be written in capital letters, bold and centered, the text must be justified without indentation, in 12 pt. and one column. Below the titles of Definition and Importance, Aim, Method, Findings, Results and Conclusion, data concerning the article must be provided. Reports can be supported with photos and flow charts. Necessary permissions must be taken for photos and flow charts and references must be indicated in 10 pt. with “*”. E.g.: *Saraçoğlu, 2004:416-21.

REFERENCES WITHIN PAPER

• The sample article in the system must be used for citation rules. In other words, references are indicated with the name of author, the year of publication and page numbers in parentheses beside the main text (Surname, Year of Publication: Cited Page Number).

• Footnotes of extra explanations about the content and other explanations must be given below the page. Notes numbered in the text are located below the page by numbers with the explanations.

• Citations made from a source are indicated between double quotes in the text.

• Citations longer than 30-40 words are given as an indented paragraph without using quotes.

• While providing references, if the name of the author isn’t within the text, the surname of the author and date of publication and the cited page are indicated in parenthesis: (Korkmaz, 2007: 23-45).

• If the name of the author is in the text, only the publication date of source and page number is given in parenthesis: Oskay et al.. (2005:36) in his/her study……….

• In sources with two authors, the surnames of both authors are indicated. If it is an English publication, it is separated with “and” (Morley and Robins, 2007:20).

• If it is Turkish, in sources with more than two authors, “vd.” is indicated: (Yücel vd., 2012:236).

• If it is English, in sources with more than two authors, “et al.” is indicated: (Hossain et al., 2007:156).

• If more than one study from the same author published in the same year must be used, the sources are separated by adding the letters like a, b, c: Such as (Ortaylı, 1999a:25) (Ortaylı, 1999b:43).

• If more than one source about the same subject is cited within the text, sources are separated with a semicolon: (Geray, 2005:33; Moran, 2006:36).

WRITING REFERENCES

• Only the sources cited in the text must be included in the references and those sources must be put in order alphabetically by the surnames of authors. If more than one study belonging to the same author is included in the references, it must be sorted by the date of publication (from old to new).

• If the number of the authors is 6 or less, all the authors must be listed, if it is 7 or more, the first 6 authors must be listed and “vd.”, for Turkish articles and “et al.” for English articles must be used. After the last author, “&” must be used before “vd.” or “et al.”

• Anonymous writers from Internet sources must not be cited.

* BOOKS

SEVİL, Ü., YANIKKEREM, E., (2006). Kadına yönelik aile içi şiddet. İzmir, Türkiye: İzmir Güven Kitabevi, ss.36-66

*CHAPTERS IN A BOOK

TAŞKIN, L., YANIKKEREM, E., (2014). Aile planlaması. İçinde Kadın Sağlığı Hemşireliği, 12. Baskı, Ankara, Türkiye: Özyurt Matbaacılık, ss.527-545

SEVİL, Ü., YANIKKEREM, E., (2008). Adölesan dönemi. İçinde A. Şirin (Ed.), Kadın Sağlığı, İstanbul, Türkiye: Bedray Basın Yayıncılık, ss.57-90

BAYIK, A., SEVİL, Ü., (2004). Hemşirelik disiplini ve araştırma. İçinde İ. Erefe (Ed.), Hemşirelikte Araştırma İlke Süreç ve Yöntemleri, 3. Baskı, İstanbul, Türkiye: Odak Baskı Ofset, ss.13-26

* ARTICLES

EGELİOĞLU, N., MUSLU, G.K., ŞEN, S., GÜNERİ, S.E., BOLIŞIK, B., SARUHAN, A., (2014). Ege Bölgesinde doğum sonu dönemde uygulanan geleneksel uygulamalar. Uluslararası Hakemli Hemşirelik Araştırmaları Dergisi (UHD), 1(1):22-35. Doi: 10.17371/UHD.2014018935

ÖZCAN, B., KOCAMAN, H., (2016). Eşler Arasındaki Yaş Farkının Boşanmalar Üzerindeki Etkisi, ACED Dergisi, 10:1-17 Doi: 10.17359/ACED.20161024262

ŞEN, E., GÜNERİ, S.E., YANIKKEREM, E., HADIMLI, A., KAVLAK, O., ŞİRİN, A., et, al., (2012). Determination of knowledge requirements and health practices of adolescent pregnant women. International Journal of Caring Sciences, 5(2):171-178

FREQUENTLY ASKED QUESTIONS

1 Is your journal a refereed and international journal?Our journal is a refereed, scientific and international journal. It is indexed by many international indices.

2 Which fields are accepted in your journal?Only the papers in the fields accepted by the journal are approved.

3 Does your journal charge any publication fee?A certain amount of fee is requested per the manuscript accepted for publication in return for some expenses. There is no such demand for the rejected papers.

4 Are the readers allowed to access to the volumes and the articles without being a member of the journal?All the volumes can be downloaded from our website in pdf format without being a member.

5 What is the publication frequency of the journal?The journal publishes three times a year; the volumes with full texts are uploaded to the system at the end of April, August and December. However, some special issues can be published in some cases.

6 Are the authors informed about the evaluation process of the submissions?The journal is web-based, and the authors can follow all kinds of information concerning their submissions from the membership panel of the system. The authors will also be provided with the necessary information about the process and procedure.

7 How many referees evaluate a manuscript?Manuscripts are firstly evaluated by the field editors and then the ones found appropriate are sent to the referees by the field editors. Field editors send the approved papers to two field referees and referee evaluation process begins. This process takes two months at most according to the referee evaluation. If evaluation reports are not received within three

months, the article is sent to the third referee. If there is still not any progress, field referee, and the editorial board decide on the publication process.

8 Is any information concerning “the author and authors” confidential?In this journal and all the international refereed journals, information, concerning the author(s) is known only by the system editors, field editors, chief editor and assistant chief editors. This information is completely kept confidential. The referees or members of the journal are not allowed to access to the relevant information.

9 Are there a certain number of articles to be published in the journal?There are not a certain number of articles in the journal. Each article, approved by the referees and the editorial board, is accepted to be published in the journal without delay and sent for the layout process which is the final stage.

10 Is an author allowed to submit more than one paper in the same issue?It is out of the question in terms of ethics. However, more than one manuscript of the same author can be published in the same journal or the following issues if the publication and editorial board approve the articles. But this situation is only valid for specific cases and those requiring initiative. This case is only valid for special conditions and those requiring initiative.

11 Is there sufficient number of referees in all the fields that the journal accepts articles?All the submissions sent to our journal are subjected to evaluation by expert academicians and scientists and referees are not getting paid for the evaluation they make. Evaluation and reports are only on a volunteer basis.

12 What is the duty of the science and advisory board?The science and advisory board is responsible for solving the incompatibility problems that the referees experience; the board gives the final decision independently, and they act actively to solve such problems. The decisions of the science and advisory board are accepted without questioning. The decisions are applied accordingly. Their decisions cannot be changed and offered to be changed.

13 Is an author allowed to submit his/her paper to the science and advisory board in a negative situation?This situation is out of the question. Functionality of science and advisory board occurs only with the approval of the editor-in-chief.

14 If an author submits her/his paper simultaneously to another journal for consideration, and the paper is accepted in that journal too, what kind of procedures is taken?The executive board and editorial board give the final decision in such cases. As the publication board does not regard such attitudes as ethical, even if the paper has been published, it is removed from the system on condition that refutation is published, necessary institutions are informed, and the rights are reserved. However, in order to avoid such problems, the guidelines for the authors should be read carefully and the appropriate papers should be submitted. Our journal’s all rights are kept reserved under the guidance of journal’s legal advisors within the framework of Turkish Commercial Law and Law on Intellectual and Industrial Rights in such negative conditions. It defends its material and moral rights within the framework of Laws of Turkish Republic.

15 Does your journal accept papers from other languages?Currently, the language of our journal is Turkish and English. However, studies in English and other languages are also accepted.

16 Is an author allowed to get information about referees evaluating her/his paper?It is out of question. The names of the referees will never be revealed to the authors even if they want to learn. The author cannot recommend a referee for the paper s/he sent. Only the editor-in-chief, assistant editors, field editor and system editor can decide on this. It is also out of the question to assign a referee outside those boards and to give information.

17 Is an author allowed to give a name of a referee that s/he does not want her/his paper to be evaluated by?If such a problem occurs, and the referee is in the journal list, on condition that the process is confidential, the author should submit the necessary explanations and reasons in an official document to the editor-in-chief. If this is approved by the chief editor, necessary steps are taken; otherwise, common procedures and standard working are carried out.

18 Is an author allowed to suggest a referee to contribute to the evaluation process?It is out of question. The field and system editors decide on the issue. Authors cannot interfere in this process.

19 Are the authors to sign the transfer agreement or publishing transfer contract?This situation is stated on the main page of the journal in the section titled publication principles. All the submitted papers are accepted to be transferred to the journal with exclusive rights. The author is not asked to sign the document concerning the submission.

However, in some cases the author should sign the contract, required by the field editors or administrative board and submit it to the chief editor officially. Otherwise the paper will not be published.

20 Is an author allowed to withdraw his/her paper when desired?If the evaluation process has started, papers cannot be withdrawn. The paper can only be withdrawn in case of plagiarism and scientific disquality and if the author sends an official letter, explaining the situation to the chief editor. The journal acts unilaterally in this issue.

21 What is the process in papers requiring the approval and report of ETHICS BOARD?As in “Media Organs” of National and International journals, author(s) has to upload “Date of Report”, “Report Information-Report Number” to “Ethics Board Report Information” part of the publication sub mission system of the journal in “EXPERIMENTAL, CASE STUDY and INSTITUTIONAL” works requiring ETHICS BOARD approval and report. The chief editor has the right to ask for the original report if deemed necessary with an official approval of the institution. In such cases, if the chief editor doesn’t get the ethics board report despite the request made, the manuscript cannot be included in the system and published even if it has obtained referee approval and completed the publication process. The paper is rejected with the decision of chief editor and other editors. In this case, author(s) cannot make a demand for right. This information isn’t necessary for the papers not requesting ethics board report or being lack of this report. However, this information should be uploaded to the system by author(s) for the papers requesting and having the ethics board report. Author(s) are held responsible for this situation. Our journal doesn’t accept any liability and responsibility regarding this matter. The whole responsibility in legal process belongs to author(s). Otherwise, our journal cannot bear any legal, spiritual and material responsibility. Journal management and referees cannot be imposed any liability in this matter. In case of a possible negative condition, our journal unilaterally reserves its legal rights.

UHBAB - Uluslararası Hakemli Beşeri ve Akademik Bilimler Dergisi

Kayaşehir Mah. Evliya Çelebi Cad. Başakşehir Emlak Konutları1/A D Blok Kat: 4 Daire: 29 Başakşehir, İstanbul, Türkiye

Tel: +90 212 801 40 61 Fax: +90 212 801 40 62 [email protected]

Documents

INTERNATIONAL REFEREED JOURNAL OF HUMANITIES AND … · INTERNATIONAL REFEREED JOURNAL ... 1 Our journal is a refereed and internationally indexed journal. Each paper is evaluated