Publication: Müzik öğretmenlerinin yapay zekaya yönelik tutumları ile mesleki yeterlikleri arasındaki ilişkinin incelenmesi
Abstract
Müzik öğretmenlerinin yapay zekaya yönelik tutumları ile mesleki yeterlikleri arasındaki ilişkinin incelenmesi Çağdaş eğitim ortamlarında yapay zekâ tabanlı uygulamalar, müzik eğitiminde nota analizi, bireysel geri bildirim, öğrenme süreçlerinin kişiselleştirilmesi gibi alanlarda öğretmenlere destek sağlayabilecek potansiyele sahiptir. Ancak bu teknolojilerin etkili bir şekilde kullanılabilmesi, öğretmenlerin mesleki yeterlikleri ile doğrudan bağlantılıdır. Öğretmenlerin yapay zekâya olumlu tutum sergilemeleri, onların yenilikçi yöntemleri benimsemelerini kolaylaştırarak eğitimde verimliliği artırabilir. Bu bağlamda söz konusu ilişkinin araştırılması, hem öğretmen eğitimine katkı sağlayacak hem de müzik eğitiminde yapay zekâ entegrasyonunun nasıl daha etkili yapılabileceğine dair yol gösterici olacaktır. Bu araştırmanın amacı, müzik öğretmenlerinin yapay zekâya yönelik tutumları ile mesleki yeterlikleri arasındaki ilişkinin incelenmesidir. Tarama modelindeki bu araştırmada veriler, Schepman ve Rodway (2020) tarafından geliştirilen, Kaya ve arkadaşları (2022) tarafından Türkçe’ye uyarlananan “Yapay Zekaya Yönelik Tutum” ölçeği ve Akbulut (2012) tarafından geliştirilen “Müzik Öğretmenleri Mesleki Yeterlikleri Ölçeği” ile toplanmıştır. Araştırmanın örneklemini, 2024-2025 eğitim ve öğretim yılında Kocaeli ilindeki İzmit, Derince, Körfez, Gebze, Gölcük, Karamürsel ve Kandıra ilçelerinde Milli Eğitim Bakanlığına bağlı resmi ortaokul ve lise kademelerinde görev yapan 261 müzik öğretmeni oluşturmuştur. Örnekleme yönteme olarak basit seçkisiz örnekleme yöntemi kullanılmıştır. Korelasyon analizi sonucunda, öğretmenlerin yapay zekaya yönelik genel tutumları ile mesleki yeterlikleri arasında pozitif yönde anlamlı bir ilişki olduğu tespit edilmiştir. Regresyon analizi incelendiğinde; yapay zekaya yönelik tutumun müzik öğretmenleri mesleki yeterliklerine etkisi pozitif yönde anlamlı etkili olduğu bulunmuştur. Araştırmada, demografik ve genel özellikler açısından grup farklılığı analizinde iki grup için bağımsız örneklem t testi, üç ve üzeri grup için tek yönlü varyans analizi (ANOVA) testi uygulanmıştır. Yapay zekaya yönelik tutum açısından; erkekler, 29 yaş ve daha küçük olanlar, 0-5 yıl deneyimi olanlar ve devlet okulunda görev yapan öğretmenlerin skor değeri anlamlı şekilde yüksek bulunmuştur. Müzik öğretmenlerinin mesleki yeterlikleri açısından; 29 ve daha küçük yaş grubunun, ortaokulda çalışanların, 15-20 saat haftada ders anlatan öğretmenlerin ve devlet okulunda çalışanların puanları anlamlı yüksek çıkmıştır. Müzik öğretmenlerinin yapay zekaya yönelik olumlu tutumlarının artışı mesleki yeterliklerinin de yükselmesini desteklemektedir. Müzik öğretmenlerinin mesleki yeterliklerini artırmak için yapay zekaya yönelik olumlu tutumlarının geliştirilmesine yönelik eğitim ve farkındalık çalışmaları önerilmektedir.
Examining the relationship between music teachers’ attitudes towards artificial intelligence and their professional competencies In contemporary educational environments, AI-based applications have the potential to support teachers in areas such as musical notation analysis, individualized feedback, and the personalization of learning processes. However, the effective use of these technologies is directly related to teachers’ professional competencies. Teachers’ positive attitudes toward artificial intelligence can facilitate the adoption of innovative methods and thereby enhance efficiency in education. In this context, investigating this relationship will contribute both to teacher training and to providing guidance on how AI integration in music education can be implemented more effectively. The aim of this study is to examine the relationship between music teachers’ attitudes toward artificial intelligence and their professional competencies. In this survey-based research, data were collected using the “Attitudes Toward Artificial Intelligence” scale developed by Schepman and Rodway (2020) and adapted into Turkish by Kaya et al. (2022), as well as the “Professional Competencies of Music Teachers Scale” developed by Akbulut (2012). The study sample consisted of 261 music teachers working at middle and high schools in the districts of İzmit, Derince, Körfez, Gebze, Gölcük, Karamürsel, and Kandıra in Kocaeli province during the 2024–2025 academic year. A simple random sampling method was employed. The results of the correlation analysis revealed a significant positive relationship between teachers’ general attitudes toward artificial intelligence and their professional competencies. Regression analysis further indicated that attitudes toward artificial intelligence had a significant positive effect on music teachers’ professional competencies. In the group difference analysis based on demographic and general characteristics, an independent samples t-test was applied for two groups, while a one-way analysis of variance (ANOVA) was applied for three or more groups. Regarding attitudes toward AI, the scores of male teachers, those aged 29 and younger, teachers with 0–5 years of experience, and teachers working in public schools were found to be significantly higher. With respect to music teachers’ professional competencies, significantly higher scores were observed among teachers aged 29 and younger, those working in middle schools, those teaching 15–20 hours per week, and those employed in public schools. The increase in music teachers' positive attitudes toward artificial intelligence supports the enhancement of their professional competencies. To improve the professional competencies of music teachers, it is recommended to provide training and awareness programs aimed at fostering positive attitudes toward artificial intelligence.
Examining the relationship between music teachers’ attitudes towards artificial intelligence and their professional competencies In contemporary educational environments, AI-based applications have the potential to support teachers in areas such as musical notation analysis, individualized feedback, and the personalization of learning processes. However, the effective use of these technologies is directly related to teachers’ professional competencies. Teachers’ positive attitudes toward artificial intelligence can facilitate the adoption of innovative methods and thereby enhance efficiency in education. In this context, investigating this relationship will contribute both to teacher training and to providing guidance on how AI integration in music education can be implemented more effectively. The aim of this study is to examine the relationship between music teachers’ attitudes toward artificial intelligence and their professional competencies. In this survey-based research, data were collected using the “Attitudes Toward Artificial Intelligence” scale developed by Schepman and Rodway (2020) and adapted into Turkish by Kaya et al. (2022), as well as the “Professional Competencies of Music Teachers Scale” developed by Akbulut (2012). The study sample consisted of 261 music teachers working at middle and high schools in the districts of İzmit, Derince, Körfez, Gebze, Gölcük, Karamürsel, and Kandıra in Kocaeli province during the 2024–2025 academic year. A simple random sampling method was employed. The results of the correlation analysis revealed a significant positive relationship between teachers’ general attitudes toward artificial intelligence and their professional competencies. Regression analysis further indicated that attitudes toward artificial intelligence had a significant positive effect on music teachers’ professional competencies. In the group difference analysis based on demographic and general characteristics, an independent samples t-test was applied for two groups, while a one-way analysis of variance (ANOVA) was applied for three or more groups. Regarding attitudes toward AI, the scores of male teachers, those aged 29 and younger, teachers with 0–5 years of experience, and teachers working in public schools were found to be significantly higher. With respect to music teachers’ professional competencies, significantly higher scores were observed among teachers aged 29 and younger, those working in middle schools, those teaching 15–20 hours per week, and those employed in public schools. The increase in music teachers' positive attitudes toward artificial intelligence supports the enhancement of their professional competencies. To improve the professional competencies of music teachers, it is recommended to provide training and awareness programs aimed at fostering positive attitudes toward artificial intelligence.