Publication: İlkokullardaki öğretmenlerin sivil toplum kuruluşlarına ilişkin görüşlerinin incelenmesi
Abstract
Bu araştırmada, öğretmenlerin sivil toplum kuruluşlarına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Bu amaçla Edirne il sınırı içerisinde bulunan 19 ilkokulda görev yapmakta olan 292 öğretmene geliştirdiğimiz ölçme aracı uygulanmıştır. Ölçme aracı iki bölümden ve 26 maddeden oluşmaktadır. Ölçme aracının birinci bölümünde öğretmenlerin demografik özellikleri, ikinci bölümünde öğretmenlerin sivil toplum kuruluşlarına ilişkin görüşleri yer almıştır. Katılımcıların demografik özelliklerine ilişkin altı madde, STK’lara ait 20 madde bulunmaktadır. STK’larla ilgili 20 maddenin bulunduğu bölüm, 4 alt boyuttan oluşmaktadır. Bu alt boyutlar; katılım, yeterlilik, işlevsellik ve engel olarak isimlendirilmiştir. Öğretmenlerin STK’lara ilişkin görüşlerini belirlemek için bu alt boyutlara ilişkin değişkenlerin aritmetik ortalama ve standart sapma değerleri bulunmuştur. Öğretmenlerin STK’lara ilişkin görüşlerinin cinsiyet ve STK üyeliği değişkenlerine göre farklılaşıp farklılaşmadığını belirlemek üzere bağımsız gruplar t testi, hizmet yılı değişkenine göre farklılaşıp farklılaşmadığını belirlemek üzere parametrik tek yönlü varyans analizi (ANOVA) kullanılmıştır. Hizmet yılı değişkenine göre farklılığın kaynağını belirlemek için Scheffe testi yapılmıştır. Araştırma sonucunda elde edilen bulgulara göre öğretmenlerin STK’ya ilişkin görüşlerinin hizmet yılı ve STK üyeliği değişkenine göre anlamlı bir farklılık gösterdiği, bunun yanında cinsiyete göre anlamlı bir farklılık göstermediği belirlenmiştir. Araştırmaya katılan öğretmenlerden hizmet yılı yirmi bir yıl ve üzeri olan öğretmenler STK’ların engeller yaşadığı görüşüne en fazla katılırken, beş yıl ve altı hizmet yılına sahip olan öğretmenler bu görüşe en az katılan grup olmuştur. STK’ya üye olan öğretmenler olmayanlara göre, STK’ların işlevsiz olduğu ve engellerle karşılaştığı görüşüne daha çok katılmaktadır. Bu sonuçlara göre; devlet, MEB ve medyanın eğitim alanındaki STK’lara daha fazla destek vermesi, STK’ların da eğitim politikalarının belirlenmesinde ve uygulanmasında yeterli etkinliği göstermesi, aynı zamanda birbirleriyle işbirliği yaparak ortak çalışma ve projeler gerçekleştirmeye hazır duruma gelmesi gerektiği önerilmiştir. Toplum Kuruluşları, Türk Eğitim Sistemi, Öğretmen.
The aim of this research is to analyse teachers’ views about non-governmental organizations. For this purpose, the assessment tool that was developed for the study was applied to 292 teachers working in 19 elementary schools in Edirne. The assessment tool consists of 26 questions in two parts. The former part includes the demographic specifications of the teachers while the latter part includes their views on NGOs. The part on demographic specifications consisted of six questions while the second part on the teacher views about the NGOs had 20 questions. This second part has four sub-dimensions: participation, adequacy, functionality and obstacles. In order to define the teachers’ views on the NGOs, the mean and the standard deviation measures of these sub-dimensions were considered. In order to find out whether these views depend on gender and NGO membership, independent samples t-test was applied to related sub-dimensions. In addition, the differences in the views of teachers according to experience were also checked with using parametric one-way analysis of variance (ANOVA). Scheffe test was used in order to find out the source of the difference on the basis of experience. Regarding the teachers’ views on NGOs, significant differences were found on the basis of experience and NGO membership status while no significant difference was found in terms of gender. In particular, the teachers who were experienced more than twenty-one years and above were more favourable to the idea that NGOs had been experiencing obstacles, when compared to the group of teachers who had five or fewer years of experience. The teachers who were members of at least one NGO supported the idea that NGOs had been ineffective and that they have been facing obstacles in their operations more; when compared to those who were not members in an NGO. According to the study, it is found out that there is an urgent need for the support of the state, the Ministry of Education and the media for the NGOs acting in the field; and that the NGOs need to demonstrate adequate activity in the identification and implementation of education policies while collaborating with each other for joint projects in near future. Key Words:Non-governmental Organizations, Turkish Education System, Teacher.
The aim of this research is to analyse teachers’ views about non-governmental organizations. For this purpose, the assessment tool that was developed for the study was applied to 292 teachers working in 19 elementary schools in Edirne. The assessment tool consists of 26 questions in two parts. The former part includes the demographic specifications of the teachers while the latter part includes their views on NGOs. The part on demographic specifications consisted of six questions while the second part on the teacher views about the NGOs had 20 questions. This second part has four sub-dimensions: participation, adequacy, functionality and obstacles. In order to define the teachers’ views on the NGOs, the mean and the standard deviation measures of these sub-dimensions were considered. In order to find out whether these views depend on gender and NGO membership, independent samples t-test was applied to related sub-dimensions. In addition, the differences in the views of teachers according to experience were also checked with using parametric one-way analysis of variance (ANOVA). Scheffe test was used in order to find out the source of the difference on the basis of experience. Regarding the teachers’ views on NGOs, significant differences were found on the basis of experience and NGO membership status while no significant difference was found in terms of gender. In particular, the teachers who were experienced more than twenty-one years and above were more favourable to the idea that NGOs had been experiencing obstacles, when compared to the group of teachers who had five or fewer years of experience. The teachers who were members of at least one NGO supported the idea that NGOs had been ineffective and that they have been facing obstacles in their operations more; when compared to those who were not members in an NGO. According to the study, it is found out that there is an urgent need for the support of the state, the Ministry of Education and the media for the NGOs acting in the field; and that the NGOs need to demonstrate adequate activity in the identification and implementation of education policies while collaborating with each other for joint projects in near future. Key Words:Non-governmental Organizations, Turkish Education System, Teacher.