Publication: Öğretmen adayları ve akademisyenlerin memnuniyet düzeylerini etkileyen faktörler : sınıf öğretmenliği ana bilim dalının sorunlarının incelenmesi
Abstract
Bu araştırmada, sınıf öğretmenliği ana bilim dalında öğrenim gören öğretmen adaylarının ve görev yapan akademisyenlerin belirlenen alt boyutlarda memnuniyet düzeylerini bazı demografik değişkenlere göre incelemek amaçlanmıştır. Öğretmen adaylarına ait alt boyutlar yönetim ve örgütleme, eğitim, araştırma, altyapı ve paydaşlarla ilişkiler iken, akademisyenlere ait alt boyutlar öğretim elemanları, danışmanlık, yönetim, kaynaklar, bilgisayar olanakları, dersler ve ders programları olmuştur. Karma yöntem açımlayıcı sıralı desen modeline uygun olarak düzenlenen araştırmada aşağıdaki sorulara cevap aranmıştır: 1. Öğretmen adaylarının belirtilen alt boyutlara ait memnuniyet düzeyleri nedir? 2. Akademisyenlerin belirtilen alt boyutlara ait memnuniyet düzeyleri nedir?3. Öğretmen adaylarının belirtilen alt boyutlar hakkındaki değerlendirmeleri nelerdir? 4. Akademisyenlerin belirtilen alt boyutlar hakkındaki değerlendirmeleri nelerdir?Araştırma nicel ve nitel olmak üzere iki farklı boyutta gerçekleştiği için araştırmaya katılanlar iki farklı grupta değerlendirilmiştir. Araştırma grubunu 2016-2017 eğitim öğretim yılında Sınıf Öğretmenliği Ana Bilim Dalı’nda öğrenim gören dördüncü sınıf öğretmen adayları ve aktif görev yapan akademisyenler oluşturmaktadır. Araştırmanın nicel boyutunda evrenini 145 öğretmen adayı, 24 akademisyen, örneklemini ise 136 öğretmen adayı, 21 akademisyen oluşturmuştur. Araştırmanın nitel boyutunda çalışma grubu ise amaçlı örnekleme yöntemi kullanılarak belirlenmiştir. Tipik durum örnekleme ile çalışma yapılan üniversite, ölçüt örnekleme ile de çalışma grubu belirlenmiştir. Araştırmanın nitel bölümünde öğretmen adayları belirlenirken alınan ölçüt belirtilen anabilim dalında en az üç yıldır bulunmaları, akademisyenlerin çalışma grubu belirlenirken alınan ölçüt ise kadrolarının belirtilen ana bilim dalında olmasıdır. Araştırmada kullanılan ölçekler nicel ve nitel desenlere uygun olarak belirlenmiştir. Araştırmanın nicel bölümünde öğretmen adaylarına uygulanan ölçek Ali Ekber Şahin (2009) tarafından geliştirilen “Eğitim Fakültesi Öğrenci Memnuniyet Ölçeği”dir. Akademisyenlere uygulanan ölçek ise Mehmet Akif Ersoy Üniversitesi Akademik Değerlendirme ve Kalite Geliştirme Kurulu (2008) tarafından geliştirilen “Mehmet Akif Ersoy Üniversitesi Akademik Personelinin Memnuniyet Anketi”dir. Araştırmanın nitel bölümünde ise araştırmacı tarafından uzman görüşleri alınarak, anket formlarına paralel şekilde hazırlanan yarı yapılandırılmış görüşme formları öğretmen adaylarına ve akademisyenlere uygulanmıştır. Araştırmadan elde edilen nicel veriler SPSS 18.0 paket analiz edilmiş, betimsel istatistik analiz yöntemlerinden yüzde, frekans ve aritmetik ortalamalar hesaplanmıştır. Cinsiyet değişkeni için Mann Whitney U testi, mezun olunan lise türü ve akademik başarı ortalaması değişkenleri için Kruskal Wallis H Testi kullanılmıştır. Nitel veriler ise betimsel analiz yönteminden faydalanılarak analiz edilmiştir. Öğretmen adaylarının memnuniyet düzeylerinin cinsiyetleri ve mezun oldukları lisetürüne göre anlamlı bir farklılık göstermediği, akademik not ortalamasına göre ise gösterdiği görülmüştür. Ayrıca öğretmen adaylarının en olumlu görüş bildirdikleri alt boyutun “danışmanlık hizmetleri”, en olumsuz görüş bildirdikleri ise “bilgisayar olanakları” olduğu bulunmuştur. Akademisyenlere ait bulgular incelendiğinde ise memnuniyet düzeylerinin unvanlarına göre anlamlı bir fark göstermediği, cinsiyetlerine göre gösterdiği görülmüştür. Ayrıca akademisyenlerin en olumlu görüş bildirdikleri alt boyut “eğitim” iken en olumsuzu “altyapı” olmuştur. Elde edilen nicel bulgular derinlemesine incelenmiş, öğretmen adaylarının ve akademisyenlerin doğrudan görüşlerine yer verilmiştir. Araştırma ilgili literatür ve benzer çalışma bulguları çerçevesinde tartışılmış, çeşitli öneriler getirilmiştir.
This study aimed for the investigation of satisfaction levels of prospective teachers attending to, and academicians who served for the classroom teaching department in terms of predefined subdimensions, and according to certain demographic variables. The predefined subdimensions for the prospective teachers were: Management and organization, education, research, infrastructure and interpersonal relations; while the subdimensions for academicians were: Counseling, administration, resources, computer facilities, and curriculums. Answers to the following questions were sought with during the research conducted with mixed method explanatory sequential design: 1. What are the satisfaction levels of prospective teachers in terms of the subdimensions mentioned?2. What are the satisfaction levels of academicians in terms of the subdimensions mentioned?3. What are the judgements of prospective teachers in terms of the subdimensions mentioned?4. What are the judgements of academicians in terms of the subdimensions mentioned?The participants were evaluated in two separate groups since the research was conducted in two separate dimensions; namely, on quantitative and qualitative dimensions. The research group consisted of senior grade prospective classroom teachers enrolled in the Department of Classroom Teaching during the academic year of2016-2017; and the permanent academicians of the department. The research universe of the quantitative dimension consisted of 145 prospective teachers, 24 academicians, whereas the sample consisted of 136 prospective teachers and 21 academicians. The study group for the research's qualitative dimension, on the other hand, was determined by using purposeful sampling method. The university to have the research conducted inwas determined by typical case sampling, whereas the study group was determined by criterion sampling. The criteria for the selection of prospective teachers for the qualitative part of the research was Being enrolled in the specified department for over three years, whereas the criteria for determining the academicians' study group was Having their personnel cadre in the specified department. The scales utilized for the research were determined in line with the quantitative and qualitative patterns. The scale applied to the prospective teachers during the quantitative research part was the Student Satisfaction Scale for Education Faculties, developed by Ali Ekber Şahin (2009). Whereas the scale applied to the academicians was the Mehmet Akif Ersoy University Academic Staff Satisfaction Survey developed by the Mehmet Akif Ersoy University Academic Assessment and Quality Enhancement Board (2008). The semi-structured interviewing forms were applied to the prospective studentsand teachers by the researcher during the qualitative part of the research, following the expert opinions priorly obtained by the researcher. Data collected by the research was analyzed with SPSS 18.0 package program; wherethe percentages, frequencies and arithmetic means were calculated with descriptive statistical analysis methods. Mann Whitney U Test was utilized for the gender variable, and Kruskal Wallis H Test was utilized for the variables of High school type graduated and the academic grade average. Qualitative data was analyzed by using descriptiveanalysis method. It was hence observed that the satisfaction levels of prospective teachers did notsignificantly differ with respect to gender, whereas a significant difference existed for type of high school graduated and the academic grade average. It was also determined that the highest positively commented subdimension for the prospective teachers was the Counselation Services, whereas the least positively commented subdimension was the Computer Facilities. Examining the findings related to academicians, it was observed that the satisfaction levels did not demonstrate a significant difference with respect to their titles but with respect to their gender. Moreover, the highest positively commented subdimension for the academicians was observed to be the Education, whereas the least positively commented subdimension was the Infrastructure. The resulting quantitative findings were analyzed in depth, and direct opinions of prospective teachers and academicians were taken into consideration. The research was discussed within the framework of the relevant literature and similar study findings; and certain recommendations were made accordingly.
This study aimed for the investigation of satisfaction levels of prospective teachers attending to, and academicians who served for the classroom teaching department in terms of predefined subdimensions, and according to certain demographic variables. The predefined subdimensions for the prospective teachers were: Management and organization, education, research, infrastructure and interpersonal relations; while the subdimensions for academicians were: Counseling, administration, resources, computer facilities, and curriculums. Answers to the following questions were sought with during the research conducted with mixed method explanatory sequential design: 1. What are the satisfaction levels of prospective teachers in terms of the subdimensions mentioned?2. What are the satisfaction levels of academicians in terms of the subdimensions mentioned?3. What are the judgements of prospective teachers in terms of the subdimensions mentioned?4. What are the judgements of academicians in terms of the subdimensions mentioned?The participants were evaluated in two separate groups since the research was conducted in two separate dimensions; namely, on quantitative and qualitative dimensions. The research group consisted of senior grade prospective classroom teachers enrolled in the Department of Classroom Teaching during the academic year of2016-2017; and the permanent academicians of the department. The research universe of the quantitative dimension consisted of 145 prospective teachers, 24 academicians, whereas the sample consisted of 136 prospective teachers and 21 academicians. The study group for the research's qualitative dimension, on the other hand, was determined by using purposeful sampling method. The university to have the research conducted inwas determined by typical case sampling, whereas the study group was determined by criterion sampling. The criteria for the selection of prospective teachers for the qualitative part of the research was Being enrolled in the specified department for over three years, whereas the criteria for determining the academicians' study group was Having their personnel cadre in the specified department. The scales utilized for the research were determined in line with the quantitative and qualitative patterns. The scale applied to the prospective teachers during the quantitative research part was the Student Satisfaction Scale for Education Faculties, developed by Ali Ekber Şahin (2009). Whereas the scale applied to the academicians was the Mehmet Akif Ersoy University Academic Staff Satisfaction Survey developed by the Mehmet Akif Ersoy University Academic Assessment and Quality Enhancement Board (2008). The semi-structured interviewing forms were applied to the prospective studentsand teachers by the researcher during the qualitative part of the research, following the expert opinions priorly obtained by the researcher. Data collected by the research was analyzed with SPSS 18.0 package program; wherethe percentages, frequencies and arithmetic means were calculated with descriptive statistical analysis methods. Mann Whitney U Test was utilized for the gender variable, and Kruskal Wallis H Test was utilized for the variables of High school type graduated and the academic grade average. Qualitative data was analyzed by using descriptiveanalysis method. It was hence observed that the satisfaction levels of prospective teachers did notsignificantly differ with respect to gender, whereas a significant difference existed for type of high school graduated and the academic grade average. It was also determined that the highest positively commented subdimension for the prospective teachers was the Counselation Services, whereas the least positively commented subdimension was the Computer Facilities. Examining the findings related to academicians, it was observed that the satisfaction levels did not demonstrate a significant difference with respect to their titles but with respect to their gender. Moreover, the highest positively commented subdimension for the academicians was observed to be the Education, whereas the least positively commented subdimension was the Infrastructure. The resulting quantitative findings were analyzed in depth, and direct opinions of prospective teachers and academicians were taken into consideration. The research was discussed within the framework of the relevant literature and similar study findings; and certain recommendations were made accordingly.
Description
Keywords
Administration, ClassroomTeaching, College teachers, Education, Higher, Eğitim, Eğitim, Yüksek, İş tatmini, Job satisfaction, Öğretmen etkiniği, Öğretmen Yetiştirme, Öğretmenler, Quality In Higher Education, SınıfÖğretmenliği Education, Teacher effectiveness, Teacher Training, Teachers, Training of, Turkey, Türkiye, Universities and colleges, Üniversiteler ve yüksekokullar, Yetiştirilmesi, Yönetim, Yüksekokul öğretmenleri, Yükseköğretimde Kalite