Okul müdürlerinin ders denetim yeterlikleri ile öğretmenlerin ders denetimi kaygı düzeyleri arasındaki ilişkinin incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın üç amacı vardır. Birinci amacı, okul müdürlerinin ders denetim yeterliklerini ve öğretmenlerin ders denetim kaygı düzeylerini öğretmen görüşlerine göre ortaya koymaktır. İkinci amacı, ders denetim yeterlik ve kaygı düzeylerine ilişkin öğretmen görüşlerini cinsiyet, branş, kıdem, okul türü, eğitim düzeyi ve okul görev yapan öğretmen sayısı değişkenleri açısından incelemektir. Araştırmadaki üçüncü amaç ise, okul müdürlerinin ders denetim yeterlikleri ile öğretmenlerin ders denetim kaygı düzeyleri arasındaki ilişkiyi ortaya çıkarmaktır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 2020-2021 eğitim-öğretim yılında Malatya ilinin Battalgazi ve Yeşilyurt ilçelerinde bulunan resmi okullarda görev yapmakta olan 10315 öğretmen oluşturmaktadır. Araştırma örneklemine dâhil edilen 410 öğretmen kolayda örnekleme yöntemiyle belirlenmiştir. Araştırmanın verileri, araştırmacı tarafından geliştirilen "Okul Müdürlerinin Ders Denetim Yeterlik Ölçeği" ve "Öğretmenlerin Ders Denetim Kaygı Ölçeği" ile toplanmıştır. Araştırmada elde edilen verilerin analizinde öncelikle betimsel istatistik hesaplamaları yapılmıştır. Okul müdürlerinin ders denetim yeterlikleri ile öğretmenlerin ders denetim kaygı düzeylerinin cinsiyet, branş, kıdem, okul türü, eğitim düzeyi ve okul görev yapan öğretmen sayısı değişkenleri bakımından anlamlı farklılık gösterip göstermediğini belirleyebilmek için bağımsız gruplar için t testi ve tek yönlü varyans analizi yapılmıştır. Okul müdürlerinin ders denetim yeterlik düzeyleri ile öğretmenlerin ders denetim kaygı düzeyleri arasındaki ilişkiyi belirlemek amacı ile basit doğrusal regresyon analizi uygulanmıştır. Araştırmada öğretmenlerin, okul müdürlerinin ders denetim yeterliklerini "yüksek düzeyde" gördükleri ve ders denetimlerine ilişkin kaygı düzeylerinin "orta düzeyde" olduğu saptanmıştır. Kadın öğretmenlerin erkek öğretmenlere göre, ortaokul öğretmenlerinin ilkokul öğretmenlerine göre ve öğretmen sayısı 50 ve üzeri olan okullarda görev yapan öğretmenlerin öğretmen sayısı 50'den az olan okullardaki öğretmenlere göre okul müdürlerinin ders denetim yeterlik düzeylerini daha yüksek buldukları belirlenmiştir. Lisansüstü eğitim mezunu öğretmenlerin lisans mezunu öğretmenlere göre, öğretmen sayısı 1-25 arasında değişen okullardaki öğretmenlerin, öğretmen sayısı 26-50 arasında değişen okullardaki öğretmenlere göre ders denetim kaygı düzeylerinin daha yüksek olduğu sonucuna ulaşılmıştır. Araştırmada okul müdürlerinin ders denetim yeterlik düzeylerinin, öğretmenlerin ders denetim kaygı düzeyleri için anlamlı bir yordayıcı olduğu belirlenmiştir.
This research was conducted for three aims. The first aim was to reveal the classroom supervision competencies of school principals and teachers' anxiety levels for classroom supervision according to the opinions of teachers. The second aim was to examine the views of teachers on classroom supervision competencies and anxiety levels in terms of independent variables of gender, branch, years of seniority, academic degree, school level and the number of teachers working in the school. The third aim was to determine the relationship between school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision. Relational screening model was used in the study. The population of the research consists of 10315 teachers working in public schools in the Battalgazi and Yeşilyurt districts of Malatya in the 2020-2021 academic year. 410 teachers included in the research sample were determined by convenience sampling method. The data of the research were collected with the "School Principals' Classroom Supervision Competency Scale" and "Teachers' Classroom Supervision Anxiety Scale" developed by the researcher. While analyzing the data obtained in the research, first of all, descriptive statistics were produced. t-test for independent groups and one-way ANOVA were conducted to determine whether school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision differ significantly according to the variables of gender, branch, years of seniority, school type, education level and the number of teachers working at the school. Simple linear regression analysis was performed to determine the relationship between school principals' classroom supervision competency levels and teachers' anxiety levels for classroom supervision. In the study, it was determined that the teachers expressed the school principals' classroom supervision competencies at a "high level" and their anxiety levels about classroom supervision at a "moderate" level. It was revealed that female teachers compared to male teachers, secondary school teachers compared to elementary school teachers, and teachers working in schools with 50 or more teachers compared to teachers in schools with less than 50 teachers found the school principals' classroom supervision competency levels higher. It was concluded that teachers with a graduate education have higher levels of classroom supervision anxiety than teachers with a bachelor's degree and teachers in schools with 1-25 teachers have higher levels of classroom supervision anxiety than teachers in schools with 26-50 teachers. In the study, it was determined that school principals' level of classroom supervision competency was a significant predictor of teachers' anxiety levels for classroom supervision.
This research was conducted for three aims. The first aim was to reveal the classroom supervision competencies of school principals and teachers' anxiety levels for classroom supervision according to the opinions of teachers. The second aim was to examine the views of teachers on classroom supervision competencies and anxiety levels in terms of independent variables of gender, branch, years of seniority, academic degree, school level and the number of teachers working in the school. The third aim was to determine the relationship between school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision. Relational screening model was used in the study. The population of the research consists of 10315 teachers working in public schools in the Battalgazi and Yeşilyurt districts of Malatya in the 2020-2021 academic year. 410 teachers included in the research sample were determined by convenience sampling method. The data of the research were collected with the "School Principals' Classroom Supervision Competency Scale" and "Teachers' Classroom Supervision Anxiety Scale" developed by the researcher. While analyzing the data obtained in the research, first of all, descriptive statistics were produced. t-test for independent groups and one-way ANOVA were conducted to determine whether school principals' classroom supervision competencies and teachers' anxiety levels for classroom supervision differ significantly according to the variables of gender, branch, years of seniority, school type, education level and the number of teachers working at the school. Simple linear regression analysis was performed to determine the relationship between school principals' classroom supervision competency levels and teachers' anxiety levels for classroom supervision. In the study, it was determined that the teachers expressed the school principals' classroom supervision competencies at a "high level" and their anxiety levels about classroom supervision at a "moderate" level. It was revealed that female teachers compared to male teachers, secondary school teachers compared to elementary school teachers, and teachers working in schools with 50 or more teachers compared to teachers in schools with less than 50 teachers found the school principals' classroom supervision competency levels higher. It was concluded that teachers with a graduate education have higher levels of classroom supervision anxiety than teachers with a bachelor's degree and teachers in schools with 1-25 teachers have higher levels of classroom supervision anxiety than teachers in schools with 26-50 teachers. In the study, it was determined that school principals' level of classroom supervision competency was a significant predictor of teachers' anxiety levels for classroom supervision.
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GÖLCÜK, H.(2022). Okul müdürlerinin ders denetim yeterlikleri ile öğretmenlerin ders denetimi kaygı düzeyleri arasındaki ilişkinin incelenmesi, İnönü Üniversitesi / Eğitim Bilimleri Enstitüsü / Eğitim Bilimleri Ana Bilim Dalı / Eğitim Yönetimi Bilim Dalı.
