Publication: Uluslararası Anadolu İmam Hatip liseleri ve Anadolu İmam Hatip liseleri öğretmenlerinin çokkültürlü yeterlik düzeyleri ve kültürel zekâ düzeylerinin karşılaştırılması
Abstract
Bu çalışmada uluslararası anadolu imam hatip liseleri ile anadolu imam hatip liselerinde görev yapan öğretmenlerin çokkültürlü yeterlik düzeyleri ile kültürel zekâ düzeylerinin ilişkisi araştırılmıştır. Çalışmada ayrıca çokkültürlü yeterlik düzeyleri ile kültürel zekâ düzeylerinin ders grubu, öğrenim durumu, mesleki deneyim ve doğduğu bölge değişkenlerine göre farklılaşıp farklılaşmadığı da araştırılmıştır. Araştırma nicel bir çalışma olup ilişkisel tarama modelinde yürütülmüştür. Araştırmanın çalışma grubunu 2021-2022 yılında İstanbul’da yer alan 4 uluslararası anadolu imam hatip lisesinde görev yapan 72 öğretmen ve aynı semtlerde yer alan 5 anadolu imam hatip lisesinde görev yapan 69 öğretmen olmak üzere toplam 141 öğretmen oluşturmaktadır. Araştırmada kullanılan veri toplama araçları “Çokkültürlü Yeterlik Ölçeği”, “Kültürel Zekâ Ölçeği” ve Kişisel Bilgi Formu olmak üzere üç bölümden oluşmaktadır. Verilerin analizi SPSS 26 kullanılarak yapılmış olup sayıltılar kontrol edilmiştir. Verilerin analizinde betimsel istatistikler, Bağımsız Gruplar T-Testi, Mann- Whitney U, Tek Yönlü Varyans Analizi (ANOVA), Kruskal- Wallis, Pearson ve Spearman analizleri kullanılmıştır. Araştırma sonucuna göre uluslararası anadolu imam hatip lisesi öğretmenlerinin çokkültürlü yeterlik alt boyut düzeyleri ders grubu, mesleki deneyim ve doğduğu bölge değişkenlerine göre farklılaşmazken deneyim boyutu öğrenim durumuna göre farklılık göstermiştir. Anadolu imam hatip lisesi öğretmenlerinin çokkültürlü yeterlik alt boyut düzeyleri öğrenim durumu ve doğduğu bölge değişkenlerine göre farklılaşmazken tutum boyutu ders grubuna ve özyeterlik boyutu mesleki deneyime göre farklılık göstermiştir. Uluslararası anadolu imam hatip lisesi ve anadolu imam hatip lisesi öğretmenlerinin kültürel zekâ alt boyut düzeyleri mesleki deneyim, öğrenim durumu ve doğduğu bölge değişkenlerine göre farklılık göstermemiştir. Anadolu imam hatip lisesi öğretmenlerinin kültürel zekâ alt boyut düzeyleri ders grubuna göre farklılaşmazken uluslararası anadolu imam hatip lisesi öğretmenlerinin biliş boyutu ders grubuna göre farklılık göstermiştir. Uluslararası anadolu imam hatip lisesi öğretmenlerinin deneyim boyutu ile biliş boyutu, tutum boyutu ile motivasyon boyutu, özyeterlik boyutu ile üstbiliş, motivasyon ve davranış boyutları arasında pozitif anlamlı ilişkiler bulunmuştur. Anadolu imam hatip lisesi öğretmenlerinin deneyim boyutu ile biliş ve motivasyon boyutları, tutum boyutu ile üstbiliş, motivasyon ve davranış boyutu, özyeterlik boyutu ile üstbiliş, biliş ve motivasyon boyutları arasında pozitif anlamlı ilişkiler bulunmuştur. Ayrıca çokkültürlü yeterlik alt boyutları kurum türüne göre farklılaşmazken kültürel zekâ biliş boyutunun kurum türüne göre farklılaştığı sonucuna ulaşılmıştır. Bu sonuçlar tartışılmış ve önerilerde bulunulmuştur.
In this study, the relationship between the multicultural proficiency levels and cultural intelligence levels of teachers working in international Anatolian Imam Hatip High Schools and Anatolian Imam Hatip High Schools was investigated. In the study, it was also investigated whether the levels of multicultural proficiency and cultural intelligence differ according to the variables of lesson group, education level, professional experience and the region of birth. The research is a quantitative study and was carried out in relational screening model. The study group of the research consists of a total of 141 teachers, 72 teachers working in 4 international Anatolian imam hatip high schools in Istanbul and 69 teachers working in 5 Anatolian imam hatip high schools in the same districts in 2021-2022. The data collection tools used in the research consist of three parts: “Multicultural Efficacy Scale”, “Cultural Intelligence Scale” and Personal Information Form. The analysis of the data was made using SPSS 26 and the assumptions were checked. Descriptive statistics, Independent Groups T-Test, Mann-Whitney U, One-Way Analysis of Variance (ANOVA), Kruskal-Wallis, Pearson and Spearman analyzes were used in the analysis of the data. According to the results of the research, while the multicultural competence sub-dimension levels of the international Anatolian imam hatip high school teachers did not differ according to the variables of the lesson group, professional experience and the region of birth, the experience dimension differed according to the education level. While the multicultural proficiency sub-dimension levels of Anatolian imam hatip high school teachers did not differ according to the variables of educational status and the region where they were born, the attitude dimension differed according to the lesson group and the self-efficacy dimension differed according to the professional experience. The cultural intelligence sub-dimension levels of the teachers of the International Anatolian Imam Hatip High School and Anatolian Imam Hatip High School did not differ according to the variables of professional experience, education level and the region of birth. While the cultural intelligence sub-dimension levels of the Anatolian imam hatip high school teachers did not differ according to the lesson group, the cognition dimension of the international Anatolian imam hatip high school teachers differed according to the lesson group. There were positive and significant relationships between the experience dimension and cognition dimension, attitude dimension and motivation dimension, self-efficacy dimension and metacognition, motivation and behavior dimensions of International Anatolian Imam Hatip High School teachers. There were positive significant relationships between the experience dimension of Anatolian imam hatip high school teachers, cognition and motivation dimensions, attitude dimension and metacognition, motivation and behavior dimensions, self-efficacy and metacognition, cognition and motivation dimensions. In addition, it was concluded that while the sub-dimensions of multicultural competence did not differ according to the type of institution, the dimension of cognition of cultural intelligence differed according to the type of institution. These results are discussed and recommendations are made.
In this study, the relationship between the multicultural proficiency levels and cultural intelligence levels of teachers working in international Anatolian Imam Hatip High Schools and Anatolian Imam Hatip High Schools was investigated. In the study, it was also investigated whether the levels of multicultural proficiency and cultural intelligence differ according to the variables of lesson group, education level, professional experience and the region of birth. The research is a quantitative study and was carried out in relational screening model. The study group of the research consists of a total of 141 teachers, 72 teachers working in 4 international Anatolian imam hatip high schools in Istanbul and 69 teachers working in 5 Anatolian imam hatip high schools in the same districts in 2021-2022. The data collection tools used in the research consist of three parts: “Multicultural Efficacy Scale”, “Cultural Intelligence Scale” and Personal Information Form. The analysis of the data was made using SPSS 26 and the assumptions were checked. Descriptive statistics, Independent Groups T-Test, Mann-Whitney U, One-Way Analysis of Variance (ANOVA), Kruskal-Wallis, Pearson and Spearman analyzes were used in the analysis of the data. According to the results of the research, while the multicultural competence sub-dimension levels of the international Anatolian imam hatip high school teachers did not differ according to the variables of the lesson group, professional experience and the region of birth, the experience dimension differed according to the education level. While the multicultural proficiency sub-dimension levels of Anatolian imam hatip high school teachers did not differ according to the variables of educational status and the region where they were born, the attitude dimension differed according to the lesson group and the self-efficacy dimension differed according to the professional experience. The cultural intelligence sub-dimension levels of the teachers of the International Anatolian Imam Hatip High School and Anatolian Imam Hatip High School did not differ according to the variables of professional experience, education level and the region of birth. While the cultural intelligence sub-dimension levels of the Anatolian imam hatip high school teachers did not differ according to the lesson group, the cognition dimension of the international Anatolian imam hatip high school teachers differed according to the lesson group. There were positive and significant relationships between the experience dimension and cognition dimension, attitude dimension and motivation dimension, self-efficacy dimension and metacognition, motivation and behavior dimensions of International Anatolian Imam Hatip High School teachers. There were positive significant relationships between the experience dimension of Anatolian imam hatip high school teachers, cognition and motivation dimensions, attitude dimension and metacognition, motivation and behavior dimensions, self-efficacy and metacognition, cognition and motivation dimensions. In addition, it was concluded that while the sub-dimensions of multicultural competence did not differ according to the type of institution, the dimension of cognition of cultural intelligence differed according to the type of institution. These results are discussed and recommendations are made.
Description
Keywords
Anadolu İmam Hatip liseleri, Comparative education, Cultural intelligence, Çokkültürlü yeterlik, Çokkültürlülük, International high schools, Istanbul, İstanbul, Karşılaştırmalı eğitim, Kültürel zekâ, Multicultural competence, Multiculturalism, Öğretmenler, Teachers, Uluslararası Anadolu İmam Hatip liseleri, Uluslararası liseler