Publication: Nitelikli bir okul öncesi eğitim öğretmeninden beklenilen kişisel yeterliliklerin eğitimde kalite kapsamında incelenmesi
Abstract
Bu araştırmanın amacı, okul öncesi eğitim kurumlarında kalitenin sağlanmasında en önemli unsur olan öğretmenlerin kişisel yeterlik düzeyinin saptanmasıdır. Araştırmanın evreni Edirne ili okul öncesi eğitim kurumlarında görev yapan öğretmenleridir. Örneklem, Edirne Merkez İlçe'den yansız atama (random) ile küme örnekleme yolu ile seçilen yetmiş okul öncesi eğitim öğretmeninden oluşmaktadır. Araştırmada, genel tarama modeli kullanılmıştır. Araştırmada kullanılan testler örneklem grubundaki öğretmenlere 1998-1999 öğretim bahar yarıyılında araştırmacı tarafından uygulanmıştır. Ölçeklerin uygulaması, her hafta iki adet ölçek olmak üzere üç uygulama şeklinde yapılmıştır. Nitelikli bir okul öncesi eğitim öğretmeninden beklenilen kişisel yeterliklerin eğitimde kalite kapsamında incelemeye yönelik bu araştırmanın alt problemleri aşağıdaki gibi ifade edilmiştir: 1. Okul öncesi eğitimi öğretmenlerinin problem çözme yeterlikleri ne düzeydedir? 2. Okul öncesi eğitimi öğretmenlerinin iletişim yeterlikleri ne düzeydedir? 3. Okul öncesi eğitimi öğretmenlerinin bireysel yaratıcılıkları ne düzeydedir? 4. Okul öncesi eğitimi öğretmenlerinin öğretmenlik tutumları ne düzeydedir? 5. Okul öncesi eğitimi öğretmenlerinin liderlik yönelimleri ne düzeydedir? 6.Okul öncesi eğitimi öğretmenlerinin sahip oldukları kişilik özellikleri nasıldır? 7. Okul öncesi öğretmenlerinin eğitimin kalitesini etkileyen faktörlere ilişkin görüşleri nelerdir? 8. Okul öncesi eğitim öğretmenlerinin kişisel yeterlilik düzeyleri yaş, eğitim durumu, meslekteki çalışma süresi, evli olup olmamaları, çocuk sahibi olup olmamaları, çalıştıkları kurum, hizmet içi eğitim alıp almamalarına göre farklılaşmakta mıdır? Araştırmada okul öncesi öğretmenlerin kişisel yeterliklerinden, kişilik özellikleri, yaratıcılık, problem çözeme becerisi, iletişim becerileri, liderlik modelleri ve öğretmenlik mesleğine karşı tutumlarının incelenmesi amaçlanmıştır. Bulgulara göre, yaş, çocuk sayısı, medeni durum gibi demografik faktörler öğretmenlerin kişisel yeterliklerini farklılaştırmamaktadır. Öğretmenlerin yeterliklerini farklılaştıran faktörler daha çok, öğrenim durumu, öğretmenlik mesleğini isteyerek seçme ve çalışılan kurumla ilgili bulunmaktadır.
The main aim of this study is to examine the personal competency of the teachers who are the most important component for providing quality in preschool institutions. The of the study is the teachers who work at preschool institutions. Research consistion of seventy preschool teacher who are chosen randomly by the means of group research in Edirne. General Scanning Method was used on this research (study). The tests used in this research was applied to the teachers in the term 1998-1999 by the researcher. The scale were applied three times -that is- two scales a week. The sub-problems of this study of which was to examine the personal competency of quality preschool teacher in the extension of quality of education was defined as; 1. What is the level of problem solving competency of the preschool teachers? 2. What is the level of communication competency of the preschool teachers? 3. What is the level of personal creativity of the preschool teachers? 4. What is the level of attitude towards teaching of the preschool teachers? 5. What is the level of the leadership tendency of the preschool teachers? 6. What are personal characteristics of the preschool teachers? 7. What are the thoughts of the preschool teachers about the factors related with educational quality? 8. Does the personal competency of the preschool teachers differentiate acording as their age, their education, the period of working their marital status, wherher they have children or not, the institutions they work and whether they had in-service education? The preshool teachers personal competency such as attitude towards teaching, models of leadership, ability of communication, ability of problem solving, creativity and personal characteristics were aimed to be examined in this study (research). According to the findşngs, demographic factors such as age, number of children and marital status don't make any difference in personal competency of the teachers. The factors that make the competency of the teachers different are mostly related with their education, the institutions they work and whether they chose their job willingly or not.
The main aim of this study is to examine the personal competency of the teachers who are the most important component for providing quality in preschool institutions. The of the study is the teachers who work at preschool institutions. Research consistion of seventy preschool teacher who are chosen randomly by the means of group research in Edirne. General Scanning Method was used on this research (study). The tests used in this research was applied to the teachers in the term 1998-1999 by the researcher. The scale were applied three times -that is- two scales a week. The sub-problems of this study of which was to examine the personal competency of quality preschool teacher in the extension of quality of education was defined as; 1. What is the level of problem solving competency of the preschool teachers? 2. What is the level of communication competency of the preschool teachers? 3. What is the level of personal creativity of the preschool teachers? 4. What is the level of attitude towards teaching of the preschool teachers? 5. What is the level of the leadership tendency of the preschool teachers? 6. What are personal characteristics of the preschool teachers? 7. What are the thoughts of the preschool teachers about the factors related with educational quality? 8. Does the personal competency of the preschool teachers differentiate acording as their age, their education, the period of working their marital status, wherher they have children or not, the institutions they work and whether they had in-service education? The preshool teachers personal competency such as attitude towards teaching, models of leadership, ability of communication, ability of problem solving, creativity and personal characteristics were aimed to be examined in this study (research). According to the findşngs, demographic factors such as age, number of children and marital status don't make any difference in personal competency of the teachers. The factors that make the competency of the teachers different are mostly related with their education, the institutions they work and whether they chose their job willingly or not.