Publication: İngilizce öğretmenlerinin mesleki yeterliklerinin incelenmesi
Abstract
Ülkelerin küresel çerçevede etkin olabilmeleri ve uzun vadeli olarak bu etkinliklerini sürdürebilmelerini, sahip oldukları eğitim sistemlerinin ve bu sistemlerdeki her bir unsurun niteliği doğrudan etkilemektedir. Ancak bir eğitim sisteminin en önem arz eden bileşeni hiç kuşkusuz uygulayıcıları olan öğretmenlerdir. Bu nedenle eğitimin niteliğini geliştirmeyi hedefleyen her hareketin ilk adımı, öğretmenlerin nitelikleri, diğer bir deyişle yeterliklerinden geçecektir. Buradan hareketle bu araştırmada, tüm kademelerde görev yapmakta olan İngilizce öğretmenlerinin mesleki yeterlik düzeyleri, özyeterlik inançları vasıtasıyla belirlenmeye çalışılmıştır. Araştırmanın amaçları; İngilizce öğretmenlerinin mesleki yeterlik düzeylerinin belirlenmesi ve bu düzeylerin cinsiyet, yaş, mezun olunan fakülte, lisansüstü eğitim durumu, mesleki deneyim, görev yapılan kurum yapısı (devlet veya özel) ve okul türü, kadrolu çalışma durumu, dersine girilen sınıflardaki ortalama öğrenci sayısı, yabancı dil ağırlıklı sınıfta çalışma durumu, bir hizmet içi eğitime katılma durumu ve alınan hizmet içi eğitimin niteliğine dair görüş gibi değişkenler açısından incelenmesidir. Nedensel karşılaştırmaya dayalı tarama modelinde desenlenen bu çalışmanın örneklemi, 2019-2020 eğitim-öğretim yılında, Türkiye’nin 75 ilinde görev yapmakta olan 471 İngilizce öğretmeninden oluşmuştur. Araştırmanın verileri, araştırmacı tarafından geliştirilen İngilizce Öğretmeni Mesleki Yeterlikleri Ölçeği ve kişisel bilgi formu ile toplanmış olup verilerin analizinde, grupların kendi aralarında ve değişkenlere göre farklılaşmalarını gösteren çıkarımsal istatistik testleri (bağımsız grup t-testi, tek yönlü ANOVA, post-hoc analizleri vb.) ile betimsel istatistik analizleri kullanılmıştır. Analizler sonucunda istatistiksel olarak anlamlı farklılık elde edilen değişkenler; mesleki deneyim, kurum yapısı, dersine girilen sınıflardaki ortalama öğrenci sayısı, yabancı dil ağırlıklı sınıflarda derse girme durumu, hizmet içi eğitime katılma durumu ve alınan hizmet içi eğitimin niteliğine ilişkin görüştür.Buna göre; öğretmenlerin genel olarak kendilerini yüksek düzeyde yeterli buldukları ve (a) daha fazla mesleki deneyimi bulunan, (b) özel okulda görev yapan, (c) girdiği sınıflardaki ortalama öğrenci sayısı daha az olan, (d) yabancı dil ağırlıklı sınıflarda derse giren, (e) bir hizmet içi eğitime katılan, (f) bu hizmet içi eğitimi daha yakın tarihte alan ve (g) bu eğitimden oldukça faydalandığını belirten öğretmenlerin mesleki özyeterlik inançlarının daha yüksek olduğu görülmüştür. Ortaya çıkan bu sonuçlar, çeşitli araştırmalarla birlikte tartışılmış ve son olarak karar verici, uygulayıcı ve araştırmacılara yönelik öneriler sunulmuştur.
The quality of countries’ education systems and each component within these systems directly affect that countries can be effective in the global frame and maintain their effectiveness in the long term. However, the most important component of an education system is undoubtedly teachers who are practitioners of it. For this reason, the first step of every movement aiming to improve the quality of education will pass through teachers' qualities, in other words, their competencies. Based on this, in the current study, the professional competence levels of English language teachers working at all school levels were tried to be determined by means of their self-efficacy beliefs. The aims of the study are to determine the professional competence levels of English language teachers and examine these in terms of variables such as gender, age, type of faculty graduated, graduate education status, professional experience, institutional body (public or private) and school type being worked in, permanent employment status, average number of students in the classes being taught, the status of teaching in intensive foreign language-based classrooms, the status of attending an in-service training, and the opinion about the quality of the training attended.The sample of this study, which was designed in the survey model based on causal comparative design, consisted of 471 English language teachers working in 75 provinces of Turkey, in the 2019-2020 academic year. The data of the study were collected with the English Teachers’ Professional Competencies Scale and personal information form developed by the researcher herself, and in the analysis of the data, inferential statistics tests (independent group t-test, one-way ANOVA, post-hoc analysis, etc.) and descriptive statistical analysis were used. As a result of the analysis, the variables with a statistically significant difference are professional experience, institutional body, the average number of students in the classes being taught, the status of teaching in the intensive foreign language-based classrooms, the status of attending an in-service training, and the opinion about the quality of the training attended.Armed with these results, it was found that the teachers generally consider themselves as highly competent and the ones who (a) have more professional experience, (b) work in a private school, (c) have a lower number of students in their classes, (d) teach in intensive foreign language-based classes, (e) have attended an in-service training, (f) have received the in-service training more recently, and (g) think they have quite benefited from the training have higher professional self-efficacy beliefs. These results were discussed together with various researches, and finally, certain suggestions for decision makers, practitioners, and researchers were presented.
The quality of countries’ education systems and each component within these systems directly affect that countries can be effective in the global frame and maintain their effectiveness in the long term. However, the most important component of an education system is undoubtedly teachers who are practitioners of it. For this reason, the first step of every movement aiming to improve the quality of education will pass through teachers' qualities, in other words, their competencies. Based on this, in the current study, the professional competence levels of English language teachers working at all school levels were tried to be determined by means of their self-efficacy beliefs. The aims of the study are to determine the professional competence levels of English language teachers and examine these in terms of variables such as gender, age, type of faculty graduated, graduate education status, professional experience, institutional body (public or private) and school type being worked in, permanent employment status, average number of students in the classes being taught, the status of teaching in intensive foreign language-based classrooms, the status of attending an in-service training, and the opinion about the quality of the training attended.The sample of this study, which was designed in the survey model based on causal comparative design, consisted of 471 English language teachers working in 75 provinces of Turkey, in the 2019-2020 academic year. The data of the study were collected with the English Teachers’ Professional Competencies Scale and personal information form developed by the researcher herself, and in the analysis of the data, inferential statistics tests (independent group t-test, one-way ANOVA, post-hoc analysis, etc.) and descriptive statistical analysis were used. As a result of the analysis, the variables with a statistically significant difference are professional experience, institutional body, the average number of students in the classes being taught, the status of teaching in the intensive foreign language-based classrooms, the status of attending an in-service training, and the opinion about the quality of the training attended.Armed with these results, it was found that the teachers generally consider themselves as highly competent and the ones who (a) have more professional experience, (b) work in a private school, (c) have a lower number of students in their classes, (d) teach in intensive foreign language-based classes, (e) have attended an in-service training, (f) have received the in-service training more recently, and (g) think they have quite benefited from the training have higher professional self-efficacy beliefs. These results were discussed together with various researches, and finally, certain suggestions for decision makers, practitioners, and researchers were presented.