Öğretmenlik mesleğinde yükselme ve eğitim sistemine yansımalarının okul iklimi ve öğretmen performansı açısından analizi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, öğretmenlik mesleğinde yükselme ve bunun eğitim sistemine yansımalarının okul iklimi ve öğretmen performansı açısından değerlendirilmesi amaçlanmaktadır. Araştırmada, nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini 2022-2023 eğitim-öğretim yılında Mardin iline bağlı tüm ilçelerde bulunan resmi okulöncesi, ilkokul, ortaokul ve ortaöğretim kurumlarında görev yapmakta olan 1095 öğretmen ve okul yöneticisi oluşturmuştur. Araştırma örneklemi, maksimum çeşitlilik örnekleme ve ölçüt örnekleme ile belirlenmiştir. Araştırma verilerinin toplanmasında araştırmacı tarafından geliştirilen üç ölçek kullanılmıştır. Araştırma sonunda, meslekte yükselme düzenlemesine ilişkin görüşlerin "orta düzeyde katılıyorum"; okul iklimine ilişkin görüşlerin "az katılıyorum"; öğretmen performansına ilişkin görüşlerin "orta düzeyde katılıyorum" düzeyinde olduğu görülmüştür. Meslekte yükselme düzenlemesine ilişkin katılımcı görüşlerinin cinsiyet, görev unvanı, öğrenim durumu, kariyer unvanı, kariyer elde etme yöntemi değişkenleri açısından anlamlı farklılık gösterdiği saptanmıştır. Katılımcıların, meslekte yükselme düzenlemesine ilişkin algıları ile hem okul iklimi hem de öğretmen performansı algıları arasında pozitif yönde ve "orta" düzeyde anlamlı bir ilişki olduğu belirlenmiştir. Meslekte yükselme düzenlemesinin okul ikliminin ve öğretmen performansının anlamlı bir yordayıcısı olduğu tespit edilmiştir. Araştırmanın bulgularına dayalı olarak kariyer basamaklarında ilerlemenin, sınavdan ziyade mesleki ve kişisel gelişmeye dayalı olacak şekilde gerçekleştirilmesi ve mesleki yükselme ile elde edilen ünvanlara göre özlük haklarının yeniden düzenlenmesi önerilmiştir.
In this study, the aim is to evaluate the advancement in the teaching profession and its reflections on the school climate and teacher performance in terms of the education system. The relational survey model, one of the quantitative research methods, was used in the research. The study population consisted of 1095 teachers and school administrators working in public preschools, primary schools, secondary schools, and high schools in all districts affiliated with the province of Mardin in the 2022-2023 academic year. The research sample was determined through maximum diversity sampling and criterion sampling. Three scales developed by the researcher were used to collect research data. At the end of the research, it was observed that the opinions on the regulations regarding advancement in the profession were at a "moderate agreement" level; opinions on the school climate were at a "slight agreement" level; and opinions on teacher performance were at a "moderate agreement" level. Participant opinions on the regulations regarding advancement in the profession were found to differ significantly in terms of gender, job title, education level, career title, and career attainment method variables. It was determined that there is a positive and "moderate" significant relationship between participants' perceptions of the regulations regarding advancement in the profession and both the school climate and teacher performance perceptions. It was found that the regulations regarding advancement in the profession are a significant predictor of the school climate and teacher performance. Based on the findings of the research, it is recommended that progression in career steps should be realized in a way based on professional and personal development rather than an exam, and the rights and benefits based on the titles obtained through professional advancement should be reorganized.
In this study, the aim is to evaluate the advancement in the teaching profession and its reflections on the school climate and teacher performance in terms of the education system. The relational survey model, one of the quantitative research methods, was used in the research. The study population consisted of 1095 teachers and school administrators working in public preschools, primary schools, secondary schools, and high schools in all districts affiliated with the province of Mardin in the 2022-2023 academic year. The research sample was determined through maximum diversity sampling and criterion sampling. Three scales developed by the researcher were used to collect research data. At the end of the research, it was observed that the opinions on the regulations regarding advancement in the profession were at a "moderate agreement" level; opinions on the school climate were at a "slight agreement" level; and opinions on teacher performance were at a "moderate agreement" level. Participant opinions on the regulations regarding advancement in the profession were found to differ significantly in terms of gender, job title, education level, career title, and career attainment method variables. It was determined that there is a positive and "moderate" significant relationship between participants' perceptions of the regulations regarding advancement in the profession and both the school climate and teacher performance perceptions. It was found that the regulations regarding advancement in the profession are a significant predictor of the school climate and teacher performance. Based on the findings of the research, it is recommended that progression in career steps should be realized in a way based on professional and personal development rather than an exam, and the rights and benefits based on the titles obtained through professional advancement should be reorganized.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
