The purpose of this study was to investigate the relationship between the socialization of English instructors at preparatory schools of Turkish universities at organization, department and task levels, and various individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, and self-efficacy) and organizational (type of university, training, work conditions, knowledge sharing) variables. A pilot study with 225 instructors from four universities was conducted to confirm the validity of Haueter, Macan, and Winter&rsquo / s (2003) Newcomer Socialization Questionnaire (NSQ) adapted into Turkish. Although the results of exploratory factor analysis in the pilot study did not reveal supportive results for the structures in NSQ, results of the confirmatory factor analysis indicated moderate fit for the structures in the scale. The main study was designed as a correlational study and the participants comprised of 737 English instructors working at 16 public and private universities selected from four cities in Turkey and Turkish Republic of Northern Cyprus via cluster sampling. In order to collect the data, an inventory consisting of three parts made up of self-developed and pre-developed scales was utilized. The first part consisted personal questions about education, age, gender and length of employment of the participants. The second part included questions about training and work conditions of the participants. The items related to training and work conditions were developed by the researchers. The third and final part of the inventory consisted of five separate scales for measuring both the predicted and predictor variables. Turkish adaptation of three-dimensional Organizational Socialization Scale, which was self-developed, and the Turkish version of three-dimensional Teachers&rsquo / Sense of Efficacy Scale developed and validated by &Ccedil / apa, &Ccedil / akiroglu, and Sarikaya,(2005), three-dimensional Organizational Commitment Scale developed and validated by Wasti (1997), Job Satisfaction and Knowledge Sharing scales developed by Kondak&ccedil / i and Haser (2011), all of which were pre-developed were utilized to measure the predictors of organizational socialization. Both descriptive and inferential statistics techniques were used for the data analysis. Exploratory factor analysis and confirmatory factor analysis for the self-developed Organizational Socialization Scale, and confirmatory factor analyses for the pre-developed Teachers&rsquo / Efficacy Scale, Organizational Commitment Scale, Job Satisfaction Scale and Knowledge Sharing Scale were conducted within the scope of this study. Hierarchical multiple regression analyses was carried out in order to investigate the relationship between organizational socialization and its predictors. Descriptive, inferential and multiple regression statistical analyses were performed by the software PASW Statistics 18 and the confirmatory factor analysis was performed by the software AMOS 18. The results of the main study revealed that socialization of English instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Among organizational variables knowledge sharing and training are the most significant ones / and among individual variables, job satisfaction, self-efficacy for instructional strategies, and affective commitment are the most significant ones. In this respect, the practitioners in the field should provide necessary conditions so as to promote and improve knowledge sharing, job satisfaction, appropriate training in the work place, as well as offering opportunities for instructors to improve their self-efficacy as a teacher and satisfaction with the job, which can lead to increase in affective commitment.

This essay is written on behalf of the education administration office in Umeå municipality. Currently, those who work as short-term substitutes in the education administration, does not receive an introduction. The purpose of the study was therefore to present different introduction models and investigate the significance of an introduction for new employees and also to contribute with knowledge about how the introduction can be adjusted after short-term substitutes, in terms of content and structure. Furthermore, it was investigated how the background variables gender, age, highest completed education, university degree in a relevant area and the current work area (preschool/leisure, elementary school, high school) can affect the view on an introduction. The study carried out was based on a quantitative approach, with a questionnaire as a data collection method. The questionnaire has been sent to all shortterm substitutes within the education administration office, no further selection has been applied. The survey included five questions linked to the background variables and 14 statements, where the respondents were asked to decide to what extent they agree or disagree. The survey ended with an open question.The statements were about different parts that research has shown are important to include in an introduction. The results of the study showed that an introduction is important for short-term substitutes. On a majority of the statements made in connection with the introduction, the respondents agreed about the importance of the statement. What emerged from the results, however, was that the most central parts that an introduction should include in terms of content were: information about general policies, who to turn to about questions about the performance of the work and what expectations there are on the employee in relation to work tasks. / Detta examensarbete är skrivet på uppdrag av utbildningsförvaltningen Umeå kommun. I dagsläget får de som arbetar som korttidsvikarier vid utbildningsförvaltningen ingen introduktion. Syftet med studien var därför att redogöra för olika introduktionsmodeller och undersöka vilken betydelse en introduktion har för nyanställda samt bidra med kunskap om hur introduktionen kan anpassas efter korttidsvikarier, sett till innehåll och struktur. Vidare undersöktes hur bakgrundsvariablerna kön, ålder, högst avslutad utbildning, universitetsexamen i aktuellt område samt aktuellt arbetsområde (förskola/fritids, grundskola, gymnasium) kunde påverka synen på en introduktion. Studien som genomförts har grundats på en kvantitativ ansats, med enkät som datainsamlingsmetod. Enkäten har skickats ut till samtliga korttidsvikarier inom utbildningsförvaltningen, inget urval har tillämpats. Enkäten omfattade fem frågor kopplade till bakgrundsvariablerna samt 14 påståenden, där respondenterna fick ta ställning till i vilken omfattning de instämmer eller inte instämmer. Enkäten avslutades med en öppen fråga. Påståendena handlade om olika faktorer som forskning visat var viktigt att inkludera vid en introduktion. Resultatet av studien visade att en introduktion är viktig för korttidsvikarier. På en majoritet av påståendena som ställts kopplade till introduktion, instämde respondenterna till att det som angetts i påståendet var viktigt. Det som framgick i resultatet var dock att de mest centrala delarna som en introduktion borde inkludera innehållsmässigt var: information om generella policys, vem man ska vända sig till om frågor kring arbetets utförande samt vilka förväntningar som finns på den anställda i arbetet.