<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">İzzet Kaplan</style></author><author><style face="normal" font="default" size="100%">Celal Teyyar Uğurlu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PREDICTIVE EFFECT OF TOXICITY ON SATISFACTION WITH LIFE AT SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">organizational toxicity</style></keyword><keyword><style  face="normal" font="default" size="100%">satisfaction with life</style></keyword><keyword><style  face="normal" font="default" size="100%">school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">toxic organization</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1672601067.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers’ demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers' satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers' displaying conflict behaviors (β= -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect (β= -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance (β= ,149) and satisfaction with life. Teachers' resistance to painful toxic situations increased their level of satisfaction with life.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">823-835</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">constructivist approach</style></keyword><keyword><style  face="normal" font="default" size="100%">integrated teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">school teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1409839749.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">41</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner's behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1995, 1997), Fullan (1993), and other self-efficacy researchers have concluded that the catalyst for educational reform is the individual teacher and that a teacher's behaviors, values, beliefs, and ambition to act may be enhanced or suppressed during student teaching.
 The competence of natural sciences teachers should be perceived as a system every component of which is fundamental. Natural science literacy is a core that is basically acquired in comprehensive school (natural science education as a component of general education). An appropriate natural science qualification and the level of competence are obtained in higher school. A decisive moment is a permanent improvement of competence during practical activities of the teacher.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-9</style></section></record></records></xml>