Publication: Matematik öğretmenlerinin mesleki öz yeterlikleri ile matematik öğretmeye yönelik kaygıları arasındaki ilişki
Abstract
Bu araştırmada, ortaokul ve lise matematik öğretmenlerinin mesleki öz yeterlikleri ve matematik öğretmeye yönelik kaygıları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Ayrıca matematik öğretmenlerinin mesleki öz yeterlikleri ile matematik öğretmeye yönelik kaygılarının çeşitli değişkenlere göre (cinsiyet, yaş, mezun olunan fakülte, lisansüstü eğitim alma durumu, kadro durumu, mesleki deneyim, görev yapılan kademe, görev yapılan kurum türü, derse girilen sınıflardaki ortalama öğrenci sayısı) farklılaşıp farklılaşmadığına da cevap aranmıştır. Karşılaştırma türü ilişkisel tarama modeli ve korelasyon türü ilişkisel tarama modellerine uygun olarak düzenlenen araştırmanın evrenini İstanbul ilinde görev yapmakta olan lise ve ortaokul matematik öğretmenleri oluşturmaktadır. Örneklemini ise, 2021-2022 eğitim öğretim yılında İstanbul ilinin farklı ilçelerinde görev yapmakta olan 402 lise ve ortaokul matematik öğretmeni oluşturmuştur. Veri toplama araçları olarak kişisel bilgi formu, matematik öğretmenlerinin mesleki yeterlik ölçeği, matematik öğretmeye yönelik kaygı ölçeği kullanılmıştır. Veri toplama araçlarından elde edilen veriler SPSS 26 istatistik programına aktarılmıştır. Araştırmada demografik verilere ilişkin tanımlayıcı bulgular sayı, yüzde ile ölçeklere ilişkin tanımlayıcı bulgular minimum/ maksimum değerler, ortalama, standart sapma, medyan ve çeyrekler açıklığı değerleri ile verilmiştir. Ölçeklerin güvenilirliği Cronbach Alfa (CA) katsayısı ile değerlendirilmiş ve ölçeklerin güvenilir oldukları görülmüştür. Verilerin normal dağılımı Shapiro Wilk testi ile incelenmiş ve verilerin normal dağılmadığı görülmüştür. Analizlerde iki bağımsız grubun karşılaştırılmasında Mann Whitney U testi, ikiden fazla bağımsız grubun karşılaştırılmasında Kruskal Wallis testi kullanılmıştır. Ölçekler arasındaki ilişkiler Spearman korelasyon testleri ile değerlendirilmiştir. Analizlerde p<0,05 değeri istatistiksel olarak anlamlı kabul edilmiştir. Araştırmadan elde edilen bulgular sonucunda matematik öğretmenlerinin; mesleki öz yeterlikleri ile matematik öğretmeye yönelik kaygıları arasında negatif yönde orta düzeyde anlamlı ilişkiler olduğuna ulaşılmıştır. Matematik öğretmenlerinin mesleki öz yeterlik ölçeği toplamında kendilerini “yeterli”, matematik öğretmenlerinin matematik öğretmeye yönelik kaygı ölçeği toplamında ise kaygı düzeylerinin “ortalamanın çok altında” olduğu görülmüştür. Matematik öğretmenlerinin mesleki öz yeterliklerinin; mesleki deneyim değişkenine göre ölçeğin toplamına göre 6-10 yıl arasında görev yapanların 11-15 yıl ve 21 ve üzeri yıllarda görev yapanlara göre anlamlı derecede daha yüksek olduğuna, görev yaptığı kurum türü değişkenine göre ise ölçeğin toplamına göre İmam Hatip Ortaokullarında görev yapanların, Ortaokul, Anadolu Lisesi, Mesleki ve Teknik Anadolu Lisesi ve Anadolu İmam Hatip Liselerinde görev yapanlara göre mesleki öz yeterliğinin anlamlı derecede daha yüksek olduğuna ulaşılmıştır. Ayrıca ölçeğin bazı alt boyutlarında da cinsiyete, yaşa, mezun olunan fakülteye, en son tamamlanan eğitime, mesleki deneyime, görev yaptığı kademeye ve görev yaptığı kurum türüne göre anlamlı farklılıklar bulunmuştur. Matematik öğretmenlerinin matematik öğretmeye yönelik kaygı düzeylerinde ise ölçeğin toplamına göre, cinsiyet değişkeni açısından kadınların kaygı düzeylerinin erkeklerden anlamlı derecede yüksek olduğuna, yaş değişkeni açısından 20-25 yaş grubundakilerin kaygı düzeylerinin 31-40 ve 41 yaş ve üzeri grubundakilere göre anlamlı derecede yüksek olduğuna ve 26-30 yaş grubundakilerin de 31-40 yaş grubundakilere göre kaygı düzeylerinin anlamlı derecede yüksek olduğuna, mesleki deneyim değişkeni açısından ise 1-5 yıl arasında görev yapanların 6-10, 11-15, 16-20 ve 21 ve üzeri yıllarda görev yapanlara göre kaygı düzeylerinin anlamlı derecede yüksek olduğuna ulaşılmıştır. Ayrıca ölçeğin bazı alt boyutlarında da cinsiyete, yaşa, en son tamamlanan eğitime, kadro durumuna ve mesleki deneyime göre anlamlı farklılıklar bulunmuştur. Çalışmanın sonunda ise araştırmadan çıkarılan sonuçlara dayanarak öğretmenlere, okul yöneticilerine, MEB’e ve araştırmacılara yönelik bazı önerilere yer verilmiştir.
This research aims to determine the relationship between the secondary and high school mathematics teachers' mathematics teaching self-efficacy and anxiety toward teaching mathematics. In addition, the study was set up to find out whether they differ significantly in terms of independent variables such as gender, age, faculty graduated, postgraduate education status, staff status, professional experience, occupational tenure, type of institution, and the average number of students in classes. The research was organized in accordance with the comparison type correlational survey model and correlation type relational survey models. The universe of the study consists of the high school and secondary school mathematics teachers working in the province of Istanbul. The sample consisted of 402 high school and secondary school mathematics teachers working in the different districts of Istanbul in the 2021-2022 academic year. The personal information form, mathematics teachers' mathematics teaching self-efficacy scale and mathematics teaching anxiety scale were used as data collection tools. The data obtained from the data collection tools were transferred to the SPSS 26 statistical program. While the descriptive statistics related to demographic data were given as numbers and percentages, the descriptive statistics related to the scales were shown in minimum/ maximum values, mean, standard deviation, median and quarterly gap values. The reliability of the scales was analyzed with the coefficient of Cronbach's Alpha (CA), and it was seen that the scales were reliable. The normal distribution of the data was examined with the Shapiro Wilk test, and it was observed that the data were not normally distributed. In the analysis, the Mann Whitney U test was used to compare two independent groups, and the Kruskal Wallis test was used to compare more than two independent groups. Relationships between the scales were evaluated with Spearman correlation tests. In the analyses, p values of <0.05 were considered statistically significant. As a result of the findings obtained from the research, mathematics teachers; it has been found that there is a moderately significant negative relationship between their mathematics teaching self-efficacy and anxiety toward teaching mathematics. It has been found that the participants as sufficient in the mathematics teachers' mathematics teaching self-efficacy scale, and as far below the average in the mathematics teachers' mathematics anxiety toward teaching mathematics scale. The mathematics teaching self-efficacy of mathematics teachers; according to the professional experience variable, it was observed that, for those who worked for 6-10 years, the mathematics teaching self-efficacy level was significantly higher than those who worked for 11-15 years and 21 years and above. Moreover, according to the variable of the type of institution they worked, those who worked at Imam Hatip Secondary Schools, it has been found that mathematics teaching self-efficacy level is significantly higher than those who work in Secondary Schools, Anatolian High School, Vocational and Technical Anatolian High School and Anatolian Imam Hatip High Schools. In addition, in some sub-dimensions of the scale, some significant differences were found according to the variables such as gender, age, faculty graduated, last completed education, professional experience, occupational tenure and type of institution. In the anxiety levels of mathematics teachers towards teaching mathematics, according to the total of the scale, it was determined that the anxiety levels of women were significantly higher than the anxiety levels of men in terms of gender variable and that the anxiety levels of the 20-25 age group were significantly higher than those of the 31-40 and 41 and over age groups. It was determined that the anxiety levels of those in the age group of 30 were significantly higher than those in the age group of 31-40. Besides, in terms of the occupational tenure variable, the anxiety levels of those who worked between 1-5 years were found to be significantly higher compared to those who worked for 6-10, 11-15, 16-20 and 21 years and above. In addition, some other significant differences were also found in some sub-dimensions of the scale according to gender, age, recently completed education level, staff status and professional experience. According to the results of this research, some recommendations were provided for the researchers, teachers, school administrators, and the Ministry of Education.
This research aims to determine the relationship between the secondary and high school mathematics teachers' mathematics teaching self-efficacy and anxiety toward teaching mathematics. In addition, the study was set up to find out whether they differ significantly in terms of independent variables such as gender, age, faculty graduated, postgraduate education status, staff status, professional experience, occupational tenure, type of institution, and the average number of students in classes. The research was organized in accordance with the comparison type correlational survey model and correlation type relational survey models. The universe of the study consists of the high school and secondary school mathematics teachers working in the province of Istanbul. The sample consisted of 402 high school and secondary school mathematics teachers working in the different districts of Istanbul in the 2021-2022 academic year. The personal information form, mathematics teachers' mathematics teaching self-efficacy scale and mathematics teaching anxiety scale were used as data collection tools. The data obtained from the data collection tools were transferred to the SPSS 26 statistical program. While the descriptive statistics related to demographic data were given as numbers and percentages, the descriptive statistics related to the scales were shown in minimum/ maximum values, mean, standard deviation, median and quarterly gap values. The reliability of the scales was analyzed with the coefficient of Cronbach's Alpha (CA), and it was seen that the scales were reliable. The normal distribution of the data was examined with the Shapiro Wilk test, and it was observed that the data were not normally distributed. In the analysis, the Mann Whitney U test was used to compare two independent groups, and the Kruskal Wallis test was used to compare more than two independent groups. Relationships between the scales were evaluated with Spearman correlation tests. In the analyses, p values of <0.05 were considered statistically significant. As a result of the findings obtained from the research, mathematics teachers; it has been found that there is a moderately significant negative relationship between their mathematics teaching self-efficacy and anxiety toward teaching mathematics. It has been found that the participants as sufficient in the mathematics teachers' mathematics teaching self-efficacy scale, and as far below the average in the mathematics teachers' mathematics anxiety toward teaching mathematics scale. The mathematics teaching self-efficacy of mathematics teachers; according to the professional experience variable, it was observed that, for those who worked for 6-10 years, the mathematics teaching self-efficacy level was significantly higher than those who worked for 11-15 years and 21 years and above. Moreover, according to the variable of the type of institution they worked, those who worked at Imam Hatip Secondary Schools, it has been found that mathematics teaching self-efficacy level is significantly higher than those who work in Secondary Schools, Anatolian High School, Vocational and Technical Anatolian High School and Anatolian Imam Hatip High Schools. In addition, in some sub-dimensions of the scale, some significant differences were found according to the variables such as gender, age, faculty graduated, last completed education, professional experience, occupational tenure and type of institution. In the anxiety levels of mathematics teachers towards teaching mathematics, according to the total of the scale, it was determined that the anxiety levels of women were significantly higher than the anxiety levels of men in terms of gender variable and that the anxiety levels of the 20-25 age group were significantly higher than those of the 31-40 and 41 and over age groups. It was determined that the anxiety levels of those in the age group of 30 were significantly higher than those in the age group of 31-40. Besides, in terms of the occupational tenure variable, the anxiety levels of those who worked between 1-5 years were found to be significantly higher compared to those who worked for 6-10, 11-15, 16-20 and 21 years and above. In addition, some other significant differences were also found in some sub-dimensions of the scale according to gender, age, recently completed education level, staff status and professional experience. According to the results of this research, some recommendations were provided for the researchers, teachers, school administrators, and the Ministry of Education.