Publication: İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi
Abstract
Bu araştırmada, ilköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi amaçlanmıştır. İlişkisel tarama modelinin uygulandığı araştırmada, öğretmenlerin öğretim stilleri tercihlerini belirlemek amacıyla Grasha (1996) tarafından geliştirilen, araştırmacı tarafından Türkçe’ye uyarlanan “Öğretim Stili Ölçeği” ve öğretmenlik mesleğine ilişkin algılarını ölçmek için ise Şişman ve Acat (2003) tarafından geliştirilen “Öğretmenlik Mesleğine İlişkin Algı Ölçeği” kullanılmıştır. Ölçme araçları 2004-2005 ve 2005-2006 eğitim-öğretim yıllarında İstanbul ilinde bulunan 49 ilköğretim okulunda görev yapan 1306 öğretmene uygulanmıştır. Araştırma sonuçları, ilköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının p.01 düzeyinde anlamlı bir farklılık gösterdiğini ortaya koymuştur. Kolaylaştırıcı/ kişisel model/ uzman öğretim stillerini tercih eden öğretmenlerin öğretmenlik mesleğine ilişkin algılarının diğer öğretim stilini tercih eden öğretmenlerden daha yüksek olduğu belirlenmiştir. Öğretmenlerin cinsiyetleri, yaşları, kıdemleri, çalıştıkları okul türü ve en son mezun oldukları okul ile tercih ettikleri öğretim stilleri arasında ise anlamlı bir ilişki olmadığı görülmüştür. Öğretmenlerin görev yaptıkları kademe ve branşları ile tercih ettikleri öğretim stilleri arasında p.01 düzeyinde anlamlı bir ilişki olduğu tespit edilmiştir. Öğretmenlerin öğretmenlik mesleğine ilişkin algılarının hem genel toplam hem de alt faktörler bazında erkek ve bayan öğretmenler arasında bayan öğretmenlerin lehine p<.01 düzeyinde anlamlı bir farklılık gösterdiği tespit edilmiştir. Öğretmenlerin görev yaptıkları okul türüne göre alan bilgisi, mesleki formasyon ve genel meslek algılarının p<.01 düzeyinde anlamlı bir farklılık gösterdiği tespit edilmiştir. Ayrıca araştırma sonuçları öğretmenlerin yaşları, branşları, mesleki kıdemleri ve en son mezun oldukları okula göre öğretmenlik mesleğine ilişkin algıları arasında p.01 düzeyinde anlamlı bir farklılık olduğunu ortaya koymuştur.
In this research, it was aimed to examine I and II level primary education teachers’ perceptions about teaching profession according to their teaching styles preference. For determining the teachers’ teaching styles preferences, “Teaching Styles Inventory” which developed by Grasha (1996), adopted to Turkish by researcher and for determining teachers’ perceptions about teaching profession, “Teaching Profession Perception Inventory” which developed by Şişman and Acat (2003) were used in this research. The assessment tool were applied to 1306 teachers from 49 primary schools in Istanbul by the years of education 2004-2005 and 2005-2006. Research results showed that I and II level primary education teachers’ perceptions about teaching profession according to their teaching styles preference were meaningfully different at p<.01 level. The teachers’ perceptions about teaching profession who preferred facilitator/ personal model/ expert teaching styles were obtained to be higher than others. Also it was obtained that there were no meaningfull correlation between teachers’ gender, age, status, school type they are working, school type they were lastly graduated from and teaching styles preferences. The level at which teachers working and their branches were found to be meaningfully correlated with their teaching styles preferences at p<.01 level. The teachers’ perceptions about teaching profession were found to be meaningfully higher for female teachers at p<.01 level both for total and for sub-factors. The teachers’ subject area knowledge, professional formations, and general profession perceptions were found to be meaningfully different at p<.01 level according to the school type they are working. Also research results showed that, teachers’ perceptions about teaching profession according to their ages, branches, professional status and the school type they lastly graduated from were meaningfully different at p<.01 level.
In this research, it was aimed to examine I and II level primary education teachers’ perceptions about teaching profession according to their teaching styles preference. For determining the teachers’ teaching styles preferences, “Teaching Styles Inventory” which developed by Grasha (1996), adopted to Turkish by researcher and for determining teachers’ perceptions about teaching profession, “Teaching Profession Perception Inventory” which developed by Şişman and Acat (2003) were used in this research. The assessment tool were applied to 1306 teachers from 49 primary schools in Istanbul by the years of education 2004-2005 and 2005-2006. Research results showed that I and II level primary education teachers’ perceptions about teaching profession according to their teaching styles preference were meaningfully different at p<.01 level. The teachers’ perceptions about teaching profession who preferred facilitator/ personal model/ expert teaching styles were obtained to be higher than others. Also it was obtained that there were no meaningfull correlation between teachers’ gender, age, status, school type they are working, school type they were lastly graduated from and teaching styles preferences. The level at which teachers working and their branches were found to be meaningfully correlated with their teaching styles preferences at p<.01 level. The teachers’ perceptions about teaching profession were found to be meaningfully higher for female teachers at p<.01 level both for total and for sub-factors. The teachers’ subject area knowledge, professional formations, and general profession perceptions were found to be meaningfully different at p<.01 level according to the school type they are working. Also research results showed that, teachers’ perceptions about teaching profession according to their ages, branches, professional status and the school type they lastly graduated from were meaningfully different at p<.01 level.