Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432

Message from the Editor

2026-01-01T20:03:34+00:00

I am very pleased to publish second issue in 2025. As an editor of Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG) this issue is the success of the reviewers, editorial board and the researchers. In this respect, I would like to thank to all reviewers, researchers and the editorial board. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), For any suggestions and comments on TIJSEG, please do not hesitate to send mail. The countries of the authors contributed to this issue (in alphabetical order): Bangladesh, Nigeria, and Türkiye.

Prof.Dr. M. Engin DENİZ

Editor in Chief

The complete issue Cover Pages

2026-01-01T20:05:22+00:00

The complete issue volume 14 issue 2 Cover Pages

PREDICTORS OF QUIET-QUITTING BEHAVIOURS AMONG NON TEACHING STAFF OF TERTIARY INSTITUTIONS IN OYO

2025-08-28T10:01:01+00:00

This study examined quiet-quitting behaviors among non-teaching staff in tertiary institutions, addressing a research gap regarding organizational factors influencing this phenomenon. Using correlational survey design, researchers investigated how role overload and psychological safety influences quiet-quitting behaviors in Oyo Town institutions. The study targeted 332 non-teaching staff from three public institutions, selected through stratified and simple random sampling. Data collection utilized validated self-administered questionnaires measuring role overload, psychological safety, and quiet-quitting behaviors. Results revealed significant correlations with quiet-quitting: role overload showed positive correlation (r = .46, p< .01) while psychological safety demonstrated negative correlation (r= -.39, p< .01). Combined factors explained 31.1% of quiet-quitting variance (R= .557, Adj. R²= .307, F= 73.7, p< .001). Role overload had greater individual impact (β= .42, partial r²= .17) than psychological safety (β= -.31, partial r²= .12). The study concluded that both factors significantly influence quiet-quitting, with workload pressures predominating. Researchers recommend comprehensive organizational interventions addressing workload redistribution while fostering psychologically safe environments to reduce employee disengagement.

Keywords: Quiet-quitting behaviours, role overload, psychological safety, non-teaching staff, tertiary institutions.

Ethics and Conflict of Interest

This research was conducted in accordance with recognized ethical standards. Ethical approval was obtained from the relevant institutional review board. The author declares that he acted in accordance with ethical rules in all processes of the research. The author declares that there are no conflicts of interest related to this work.

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METACOGNITIVE STRATEGIES OF PROSPECTIVE PSYCHOLOGICAL COUNSELORS IN THE CONTEXT OF SCHOOL GUIDANCE PRACTICES

2025-07-07T09:14:41+00:00

This study aimed to improve and uncover the metacognitive skills of fourth-year undergraduate students enrolled in the Psychological Counseling and Guidance program during their internship as part of the "Guidance and Psychological Counseling Practice (GPC) in Schools I" course. Conducted in the fall semester of the 2021-2022 academic year at a Turkish education faculty, the research involved 12 prospective teacher counselors. Data were collected through semi-structured interviews held after 12 synchronous online sessions designed to foster reflective thinking and self-evaluation. These sessions encouraged students to share their internship experiences in schools, aiming to enhance their metacognitive awareness and critical thinking skills. Students were tasked with observing school environments, fulfilling responsibilities, and preparing detailed reports aligned with the Ministry of National Education's criteria. The course guide, developed by the GPC department, was shared with both students and counselor teachers at schools and explained comprehensively at the semester's start. Six students interned at primary schools with low socio-economic levels, while the other six interned at high schools with middle socio-economic levels, spending at least half a day weekly at their practice schools. The findings emphasize the importance of structured tasks and reflective practices in improving metacognitive skills among prospective psychological counselors.

Keywords: Metacognition, school guidance practices, psychological counseling, reflective thinking.

Ethics and Conflict of Interest

Authors declare that they acted in accordance with ethical rules in all processes of the research. The author declares that there are no conflicts of interest related to this work.

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EXPLORING THE CHALLENGES AND COPING STRATEGIES OF SPECIAL EDUCATION TEACHERS IN BANGLADESH

2025-08-05T13:04:48+00:00

This study explores the challenges faced by special education teachers and the coping strategies they adopt to address these challenges in a special education school in Bangladesh. This qualitative case study employs semi-structured interviews with six special education teachers, focusing on their experiences teaching students with visual and hearing impairments. The research identifies the specific challenges these educators face, including difficulties in teaching learning, classroom management, using teaching aids, assessment, infrastructural and lack of administrative support. It also investigates their coping strategies, such as personalized teaching methods, classroom management approaches, using assistive technology, teacher training, administrative and colleague support. The study offers actionable insights for educational policymakers, administrators, and teacher training programs, emphasizing the need for improved resources, professional development, and systemic support to enhance the efficacy and well-being of special education teachers.

Keyword: Special education, special education teachers, challenges, coping strategies.

Ethics and Conflict of Interest

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INCLUSIVE ENGLISH LANGUAGE EDUCATION: CHALLENGES, INNOVATIONS, AND FUTURE DIRECTIONS FOR SPECIAL EDUCATIONAL NEEDS (SEN) STUDENTS

2025-12-04T07:48:42+00:00

The present review examines the conceptual underpinnings, educational arrangements, and institutional needs of Inclusive English Language Education (IELE), highlighting the overarching theme of equity in English language teaching. Engaging with the most recent studies on Special Educational Needs, it unveils the intricate problems that inclusive English language teaching must deal with, among which are the lack of adequate teacher training, the wrongly held belief of deficit thinking, and the different levels of resource distribution existing at both technological and institutional levels. It extracts the most recent and established teaching philosophies such as Differentiated Instruction, Universal Designed Learning, and teaching as a reflective practice, along with the newest technological tools such as AI, Mobile-Assisted Language Learning, and Blended Learning, positing that these tools’ roles could be transformative in helping to establish accessibility and agency. Furthermore, it investigates the policy and institutional props that are underlying the scenario of inclusivity as a sociocultural construct, proposing cooperation as the primary method for undertaking long-term change. From a theoretical perspective, the study formulates a model along the four dimensions of teaching, technology, sociocultural background, and competence, positing transformative outcomes. The study asserts, finally, the quest for inclusive English language education means a transformation, rather than a teaching modification, towards epistemological justice, marking a fresh definition of teaching, learning, and English language equity along the lines of 21st-century global teaching.

Keywords: Differentiated instruction, English language teaching, inclusive education, special educational needs, teacher training, technology integration.

Ethics and Conflict of Interest

This research was conducted in accordance with recognized ethical standards. The author declares that he acted in accordance with ethical rules in all processes of the research, and there are no conflicts of interest related to this work.

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UNCOVERING THE IMPACT OF SCIENCE LAB ACTIVITIES ON ELEMENTARY SCHOOL CHILDREN'S PERFORMANCE AND CLASSROOM BEHAVIOR IN NIGERIA

2025-06-18T12:37:58+00:00

This study aims to investigate the impact of science lab activities on the academic performance and behavior of elementary school children in Nigerian primary schools: It adopts an experimental design with pre-test, post-test, and control group methodology to assess outcomes, alongside a cohort approach for examining temporal relationships: The research draws on theoretical perspectives of Vygostky socio cognitive learning theory and behavioral development, exploring cognitive, affective, and psychomotor domains of learning. Young children (aged 5 to 6 years) were recruited from diverse urban and rural schools, classified into experimental and control groups, and followed for 12 weeks with periodic assessments. The findings reveal that in the experimental group, science lab exposure significantly enhances students' academic performance and reduces behavioral problems by fostering social interactions and emotional regulation. The study identifies differences in male and female science literacy skills and highlights the importance of early intervention in addressing educational and behavioral challenges. It concludes that structured science lab activities can transform practical science education, inform evidence-based interventions, and contribute to Nigeria's socio-economic development through improved science literacy and equitable learning opportunities.

Keywords: Science lab, elementary children, performance, behavior.

Ethics and Conflict of Interest

All ethical rules were observed at all stages of the research. Authors declare that they acted in accordance with ethical rules in all processes of the research. Authors declare that there is no conflict of interest between the authors of this work.

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DEVELOPMENT OF A TRAUMA-SENSITIVE SCHOOL SCALE: VALIDITY AND RELIABILITY STUDY

2025-12-31T02:05:57+00:00

This study aims to develop a valid and reliable scale to measure teachers’ and school administrators’ perceptions of trauma-informed school practices at the secondary education level. Using a deductive scale development approach grounded in the trauma-informed school literature, an initial item pool consisting of 116 items was generated based on the six core principles identified by SAMHSA and related theoretical models. Following expert panel review and content validity analysis, the scale was reduced to 63 items and administered to 424 teachers and administrators working in public secondary schools in Çanakkale. After data screening, analyses were conducted using 398 valid responses. Confirmatory factor analysis supported a six-factor structure with acceptable model fit indices (χ²/df = 2.63; RMSEA = .064). Internal consistency analyses indicated high reliability for both the overall scale (Cronbach’s α = .97) and its subdimensions (α values ranging from .80 to .92). The findings demonstrate that the Trauma-Informed School Scale is a psychometrically sound instrument that can be used to assess trauma-informed practices in secondary schools. The scale may support future research, policy development, and professional development initiatives aimed at promoting trauma-informed school environments.

Keywords: Trauma-informed schools, scale development, confirmatory factor analysis, secondary education, teacher perceptions.

Ethics and Conflict of Interest

All the rules in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in this study. None of the actions specified in the second section of the relevant directive titled "Actions Contrary to Scientific Research and Publication Ethics" were taken. The authors declare that they acted in accordance with ethical rules in all processes of the research. The authors declare that they have no conflict of interest.

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PTSD AND THE RESILIENCE TRIAD: LEVERAGING POST TRAUMATIC GROWTH, MINDFULNESS, AND SOCIAL SUPPORT FOR RECOVERY AND TRANSFORMATION

2025-07-30T17:15:44+00:00

More than half of the general population experience one traumatic event or the other in their lifetime, with the most common being tragic accidents and life-threatening injuries, unexpected death of a loved one, witnessing someone seriously injured or killed and or being the victim of a crime. This position paper discusses the resilience triad which comprise post-traumatic growth, mindfulness and social support as a vital framework for promoting recovery and transformation in individuals with Post-Traumatic Stress Disorder (PTSD). By acknowledging their interconnectedness as a component that can adopt a holistic approach to PTSD recovery, leading to improved outcome and enhanced well-being. It explores the significance of each component, their intersections, and the implications for treatment approaches. By emphasizing resilience and growth, we can move beyond mere symptom reduction and support individuals in reclaiming their lives and rediscovering purpose and meaning.

Keywords: Post-traumatic growth (PTG), mindfulness, social-support, recovery, transformation.

Ethics and Conflict of Interest

The authors of the study acted in accordance with ethical rules in all processes of the research. There are no individuals or financial relationships that could be perceived as potential conflicts of interest related to this study. Authors declare that they acted in accordance with ethical rules in all processes of the research, and there is no conflict of interest between the authors of this work.

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THE RELATION BETWEEN TEACHERS’ DIGITAL LITERACY LEVELS AND THEIR SUBJECTIVE WELL-BEING

2025-12-31T02:09:24+00:00

Digital literacy is a fundamental skill, and its significance for teachers increased with the transition to distance education. This competence enables the effective and responsible use of digital technologies, which is expected to positively influence teachers' subjective well-being. Subjective well-being refers to an individual's positive emotions and cognitions about their own life. This study aimed to investigate the relationship between the digital literacy levels and subjective well-being of teachers working in Muş Province, Türkiye. A quantitative relational survey model was used. The sample consisted of 220 teachers from public high schools. Data were collected using the Digital Literacy Assessment Scale and the Subjective Well-Being Scale. The results showed a statistically significant, weak, and positive correlation between the overall Digital Literacy Scale and the Subjective Well-being Scale. Digital literacy levels were found to significantly predict subjective well-being. Further analysis revealed no significant correlation with the School Commitment dimension. However, a positive and significant correlation was observed between all digital literacy dimensions and the Teaching Competence dimension. This indicates that high digital literacy levels enhance teaching competence, leading to increased professional satisfaction and subjective well-being. Educational institutions should support the development of teachers' digital literacy to foster their well-being.

Keywords: Digital literacy, subjective well-being, digitalization, digital literacy in education, subjective well-being in education.

Ethics and Conflict of Interest

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Rastegar, N., & Rahimi, M. (2023). Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource. Frontiers in Psychology, 14, 1129910. https://doi.org/10.3389/fpsyg.2023.1129910

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WORKPLACE CHALLENGES AND INCLUSION OF GRADUATE EMPLOYEES WITH HEARING IMPAIRMENT IN OYO STATE, NIGERIA

2025-09-04T22:34:40+00:00

Despite increasing efforts to promote workplace inclusivity, employees with hearing impairment continue to face barriers that limit their participation and professional growth. This study investigated the workplace challenges and inclusion of graduate employees with hearing impairment in Oyo State, Nigeria. A survey research design was adopted, and purposive sampling was used to select five workplaces with employees who had hearing loss. A total of 33 respondents participated, reflecting the limited size of this specialised subgroup within the workforce. Data were collected using the Workplace Experience of Employees with Hearing Impairment Questionnaire (WEEHIQ) and analysed using descriptive statistics. Findings showed that employees with hearing impairment encounter significant socio-emotional difficulties due to communication barriers (X = 2.56), frequent workplace violence, such as derogatory remarks and discrimination (X = 2.71), and incentive deprivation, including unequal access to benefits and promotions (X = 2.66). These challenges were also found to affect their productivity and overall work performance (X = 2.74). The study concludes that systemic obstacles persist in workplaces, hindering inclusivity and equal opportunities for employees with hearing impairment. It recommends that governments and employers adopt disability-inclusive policies, provide assistive resources, and enforce workplace regulations to reduce discrimination and support equal participation.

Keywords: Inclusion, hearing impairment, graduate employee, workplace challenges.

Ethics and Conflict of Interest

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EXAMINING THE RELATIONSHIP BETWEEN SPECIAL EDUCATION TEACHERS' EXPOSURE TO MOBBING AND THEIR HAPPINESS AT WORK LEVELS

2025-11-19T09:26:59+00:00

This study aimed to examine the relationship between the levels of mobbing exposure and happiness at work among special education teachers, considering various variables. The research was conducted using a relational survey model, a quantitative research method. Participants included 127 special education teachers working during the 2023-2024 academic year. The “Mobbing Scale” and “Happiness at Work Scale” were used as data collection tools. Results revealed a negative correlation between mobbing exposure and happiness at work: as teachers' exposure to mobbing increased, their levels of happiness at work decreased. Additionally, mobbing experiences significantly and negatively predicted workplace happiness. The study concludes with recommendations to raise awareness about mobbing and its impacts.

Keywords: Special education, mobbing, happiness, happiness at work, special education teacher.

Ethics and Conflict of Interest

This study was conducted according to ethical and research standards. All participants participated to study were volunteers. Information about study subject, aim and researchers were given to the participants. As the authors of this study, we declare that we collected data in accordance with ethical rules during the research process and acted in accordance with all ethical rules. This study was conducted in accordance with publication and research ethics. Ethical approval for this study was obtained from the Cyprus International University Scientific Research and Publication Ethics Committee under decision number EKK24-25/01/11 on October 09, 2025. Data collected from participants on a voluntary basis were treated with confidentiality. We also declare that there is no conflict among the authors.

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