Publication: MÜZİK ÖĞRETMENİ ADAYLARININ ÖZ-DENETİM DÜZEYLERİNİN BAZI DEĞİŞKENLERE GÖRE İNCELENMESİ
Abstract
Bu araştırmanın amacı, müzik öğretmeni adaylarının öz-denetimdüzeylerinin cinsiyetlerine, bireysel çalgılarına ve en son girdikleri bireyselçalgı sınav notu değişkenlerine göre farklılaşıp farklılaşmadığınıincelemektir. Araştırmaya Marmara Üniversitesi Atatürk Eğitim FakültesiGüzel Sanatlar Eğitimi Bölümü Müzik Eğitimi ana bilim dalında okumaktaolan 66 müzik öğretmeni adayı katılmıştır. Veriler, araştırmacılar tarafındanoluşturulan kişisel bilgi formu ile Rosenbaum’un (1980) geliştirdiği Duyan,Gülden ve Gelbal’ın (2012) Türkçeye uyarladığı Öz-denetim Ölçeği iletoplanmıştır. Ölçek, yaşantısal, yenileyici ve onarıcı öz-denetim olmak üzere3 alt boyuttan oluşmaktadır. Elde edilen verilerin analizinde Bağımsız GrupT-Testi tekniği, Tek Yönlü Varyans Analizi, Tukey b Testi tekniği, ShapiroWilk Testleri kullanılmıştır. Araştırma sonucunda, müzik öğretmeniadaylarının öz-denetim düzeylerinin cinsiyet ve bireysel çalgı değişkenleriaçısından farklılık göstermediği bulunmuştur. Ancak müzik öğretmeniadaylarının öz-denetim düzeyleri ile en son girilen bireysel çalgı sınav notudeğişkeni arasında anlamlı bir farklılık bulunmuştur (t64=-3,12, p<,003). Özdenetim ve müzik eğitimi alanında yapılan çalışmaların yaygınlaştırılması vesonuçların eğitim fakültesi programlarında kullanılması, nitelikli müziköğretmenlerinin yetiştirilmesi açısından önemlidir.
The aim of this research was to determine the self-control levels of music teacher candidates and to analyze this based on their gender, individual instruments and the individual instrument exam scores they have entered recently. The study group was composed of 66 music teacher candidates who are studying at Marmara University, Atatürk Faculty of Education Department of Fine Arts Education. The data were collected using personal details form prepared by the researchers and Self-Control Scale developed by Rosenbaum (1980) and adapted to Turkish by Duyan, Gülen, and Gelbal (2012). The scale is composed of three dimensions: experiential self-control, reformative self-control, redressive self-control. In the analysis of the data, Independent group T-test, one-way analysis of variance, Tukey b Test technique and the Shapiro-Wilk Test were used. At the end of the study, it was found that the self-control levels of music teacher candidates did not differ regarding gender and individual instrument variables. However, there was a significant difference between the self-control levels of the music teacher candidates and the last individual instrument exam score (t64=-3,12, p<,003). The dissemination of studies in the field of self-control and music education and the use of results in education faculty programs are essential for the training of qualified music teachers.
The aim of this research was to determine the self-control levels of music teacher candidates and to analyze this based on their gender, individual instruments and the individual instrument exam scores they have entered recently. The study group was composed of 66 music teacher candidates who are studying at Marmara University, Atatürk Faculty of Education Department of Fine Arts Education. The data were collected using personal details form prepared by the researchers and Self-Control Scale developed by Rosenbaum (1980) and adapted to Turkish by Duyan, Gülen, and Gelbal (2012). The scale is composed of three dimensions: experiential self-control, reformative self-control, redressive self-control. In the analysis of the data, Independent group T-test, one-way analysis of variance, Tukey b Test technique and the Shapiro-Wilk Test were used. At the end of the study, it was found that the self-control levels of music teacher candidates did not differ regarding gender and individual instrument variables. However, there was a significant difference between the self-control levels of the music teacher candidates and the last individual instrument exam score (t64=-3,12, p<,003). The dissemination of studies in the field of self-control and music education and the use of results in education faculty programs are essential for the training of qualified music teachers.