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Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, researchbased evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process. [ABSTRACT FROM AUTHOR]

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This study aims to examine the effects of school principals' empowering leadership style on teachers' job satisfaction by focusing on the mediating effect of trust and psychological empowerment. Researchers of this study developed hypotheses and proposed a model based on theoretical explanations and obtained results. The proposed model was later tested by SEM (Structural Equation Modeling) analysis. The population of the research consists of teachers working in the central districts of Denizli, and the sample of the research consists of 401 teachers who were determined randomly from this population and participated in the research voluntarily. The analyses revealed that school principals' empowering leadership behaviors positively, significantly predicted teachers' job satisfaction, trust in principal, and perceptions of psychological empowerment. In addition, it was determined that trust and psychological empowerment have a mediating effect on the relationship between empowering leadership behaviors and job satisfaction. The obtained results were compared with the results of the relevant research, and recommendations were made for future policies and practices. [ABSTRACT FROM AUTHOR]

Teachers are accepted as key factors for the success of change initiatives during educational reforms. Thus, the importance of teacher empowerment at the stages of change is emphasized. However, there is lack of research dealing with the teacher empowerment on their attitudes towards change and its role in change. Therefore, the main purpose of this study is to reveal the possible relationship between psychological empowerment and being ready for individual change for teachers. Correlational study design was used. The study group consists of 517 teachers at primary, secondary and high schools selected via cluster and convenience sampling methods. It has been found through multiple linear regression analysis that sub-dimensions of psychological empowerment (meaning, impact, competence and self-determination) predict teachers' cognitive, emotional and intentional readiness for change significantly. However, it has been revealed that self-determination and competence for cognitive readiness; self-determination for emotional readiness; self-determination, competence and impact for intentional readiness are found to be significant predictors. These results were discussed in terms of theories of self-determination and self-efficacy and some suggestions were made for the Turkish education system in practice. [ABSTRACT FROM AUTHOR]