Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği
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Dosyalar
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
Bu araştırmanın amacı lise öğrencilerinin akademik başarılarına etki eden öğretmenlere güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği değişkenlerinin hem birbirleriyle olan ilişkilerinin hem de akademik başarıyla olan ilişkilerinin incelenmesidir. Araştırmanın evrenini, 2015-2016 eğitim-öğretim yılında Malatya ili Battalgazi Merkez İlçesindeki 11 Anadolu lisesinde öğrenim gören 8.130 lise öğrencisi oluşturmaktadır. Araştırmanın örneklemi ise evrende yer alan okullardan öğrencilerin cinsiyet ve sınıf düzeyleri dikkate alınarak tabakalı seçkisiz örnekleme yöntemi kullanılarak belirlenen 2.291 öğrenciden oluşmaktadır. Araştırmada kapsamında veri toplama aracı olarak beş bölümden oluşan bir test bataryası kullanılmıştır. Test bataryasının birinci bölümü demografik bilgilerden; ikinci bölümü "Maslach Tükenmişlik Envanteri-Öğrenci Formu (MTE-ÖF)"ndan, üçüncü bölümü "Okula Karşı Tutum Ölçeği"nden, dördüncü bölümü "Öğrenci Yabancılaşma Ölçeği"nden beşinci bölümü ise "Öğretmene Güven Ölçeği"nden oluşmaktadır. Araştırma kapsamında elde edilen veriler Yapısal eşitlik modellemesi ile analiz edilmiştir. Araştırma kapsamında kuramsal bilgilere dayalı olarak geliştirilen denemelik model ve bu modelin alternatifi olarak geliştirilen 3 model için 10 hipotez oluşturulmuştur. Yapılan analizler sonucunda bu hipotezlerden 8'i kabul edilmiş 2'si ise ret edilmiştir. Bu araştırmada öğrencilerin öğretmenlerine duyduğu güvenin, onların okula karşı tutumlarını doğrudan etkilediği ve öğretmene güvenin, öğrencinin okula karşı tutumundaki varyansın yaklaşık %43'ünü açıkladığı sonucuna ulaşılmıştır. Araştırmanın sonucunda öğretmenlere duyulan güvenin okula yabancılaşmayı doğrudan ve negatif yönde etkilediğine yönelik bulgular elde edilmiştir. Ayrıca bu araştırmada öğretmene güvenin; okula yabancılaşmayı, okula karşı tutum üzerinden dolaylı olarak da etkilediği sonucuna ulaşılmıştır. Araştırma ile öğretmene güvenin okul tükenmişliğini doğrudan ve negatif yönde etkilediği bulgulanmıştır. Araştırma sonucunda öğretmene güvenin okula karşı tutum ve okula yabancılaşma değişkenleri üzerinden okul tükenmişliğini dolaylı olarak etkilediği bulgulanmıştır. Öğretmene güvenin akademik başarıyı doğrudan etkilemediği, okul tükenmişliği ve okula yabancılaşma üzerinden dolaylı olarak etkilediği yapılan analizler sonucunda ortaya konmuştur. Araştırma ile okula karşı tutumun okula yabancılaşmayı doğrudan etkilediği sonucuna ulaşılmıştır. Öğretmene güven ile okula karşı tutum birlikte okula yabancılaşmadaki varyansın yaklaşık %16'sını açıklamaktadır. Araştırma kapsamında yapılan analizler sonucunda öğrencilerin okula karşı tutumlarının okul tükenmişliğini doğrudan ve negatif yönde etkilediğine yönelik bulgu elde edilmiştir. Okula karşı tutum okula yabancılaşma üzerinden dolaylı olarak okul tükenmişliğini etkilemektedir. Öğretmenlere güven, okula karşı tutum ve okula yabancılaşma değişkenleri birlikte okul tükenmişliğindeki varyansın yaklaşık %26'sını açıklamaktadır. Araştırma sonucunda öğrencilerin okula karşı tutumlarının akademik başarılarını doğrudan etkilemediği; okula yabancılaşma ve okul tükenmişliği değişkenleri üzerinden akademik başarıyı dolaylı olarak etkilediği belirlenmiştir. Araştırma kapsamında yapılan analizler sonucunda okula yabancılaşmanın okul tükenmişliğini doğrudan ve pozitif yönde etkilediği belirlenmiştir. Araştırma ile öğrencilerin okula yabancılaşmalarının akademik başarılarını doğrudan ve negatif yönde etkilediği sonucuna ulaşılmıştır. Araştırma sonucunda öğrencilerin okul tükenmişliklerinin akademik başarılarını doğrudan ve negatif yönde etkilediği bulgulanmıştır. Bu araştırma ile oluşturulan modelin yapısal eşitlik modeli kullanılarak çözümlenmesi sonucunda öğretmenlere güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği değişkenlerinin doğrudan ya da dolaylı olarak öğrencilerin akademik başarılarını etkilediğine ulaşılmıştır. Öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği değişkenleri birlikte akademik başarıdaki varyansın yaklaşık %12'sini açıklamaktadır.
The aim of this research is to study the relationships among trust in teachers, attitude toward school, alienation from school and school burnout, which are variables having an effect on students' academic success, and their relationships with academic success. The population of the research was composed of 8130 Anatolian high school students studying in Battalgazi, Malatya, in 2015-2016 school year. The research sample consisted of 2291 students who were determined by using Stratified Random Sampling Method, considering students' genders and grades. Within the scope of the research, as data collection tool, a test battery with 5 parts was used. The first part of the test battery is composed of demographic information (gender, grade and school number); the second part is composed of Maslach Burnout Inventory-Student Form; the third part is composed of the scale of attitude toward school; the forth part is composed of Student Alienation Scale; and the fifth part is composed of the scale of trust in teachers. Data collected as part of the research were analyzed with Structural Equation Modelling. 10 hypotheses were constructed for the test model, developed based on theoretical knowledge, and 3 other models, developed as an alternative to the test model. After the research was conducted, 8 out of 10 hypotheses were accepted, and 2 of them were rejected. In this research, it has been concluded that students' trust in their teachers has direct effect on their attitudes toward school and that trust in teachers explains around 43% of the variance of attitude toward school. In consequence of the research, it has been found that trust in teachers has a negative direct effect on alienation from school. Furthermore, it has been concluded that trust in teachers has an indirect effect on alienation from school, mediated by school burnout variables. It has been discovered by this research that trust in teachers has a negative direct effect on school burnout and that trust in teachers has an indirect effect on school burnout, mediated by attitude toward school and alienation from school variables. It has been revealed that trust in teachers does not have a direct but an indirect effect on academic success, mediated by school burnout and alienation from school. With this research, it has been concluded that attitude toward school has a direct effect on alienation from school. Trust in teachers and attitude toward school together explains 16% of variance of alienation from school. As a result of the analyses carried out as part of the research, it has been found that students' attitudes toward school have a negative direct effect on their school burnout. Attitude toward school influences school burnout indirectly, mediated by alienation from school. Trust in teachers, attitude toward school and alienation from school variables altogether explains about 26% of the variance of school burnout. As a result of the research, it has been determined that students' attitude toward school does not have a direct but an indirect effect on their academic success, mediated by alienation from school and school burnout variables. In the consequence of the studies carried out within the context of the research, it has been established that alienation from school has a direct positive effect on school burnout. With this research, it has been concluded that students' alienation from school has a negative direct effect on their academic success and that their school burnout has a direct negative effect on students' academic success. As a result of the analysis of the model, set by this research, using Structural Equation Modelling, trust in teachers, attitude toward school, alienation from school and school burnout variables have a direct or indirect effect on students' academic success. Trust in teachers, attitude toward school, alienation from school and school burnout variables altogether explains nearly 12% of the variance of academic success.
The aim of this research is to study the relationships among trust in teachers, attitude toward school, alienation from school and school burnout, which are variables having an effect on students' academic success, and their relationships with academic success. The population of the research was composed of 8130 Anatolian high school students studying in Battalgazi, Malatya, in 2015-2016 school year. The research sample consisted of 2291 students who were determined by using Stratified Random Sampling Method, considering students' genders and grades. Within the scope of the research, as data collection tool, a test battery with 5 parts was used. The first part of the test battery is composed of demographic information (gender, grade and school number); the second part is composed of Maslach Burnout Inventory-Student Form; the third part is composed of the scale of attitude toward school; the forth part is composed of Student Alienation Scale; and the fifth part is composed of the scale of trust in teachers. Data collected as part of the research were analyzed with Structural Equation Modelling. 10 hypotheses were constructed for the test model, developed based on theoretical knowledge, and 3 other models, developed as an alternative to the test model. After the research was conducted, 8 out of 10 hypotheses were accepted, and 2 of them were rejected. In this research, it has been concluded that students' trust in their teachers has direct effect on their attitudes toward school and that trust in teachers explains around 43% of the variance of attitude toward school. In consequence of the research, it has been found that trust in teachers has a negative direct effect on alienation from school. Furthermore, it has been concluded that trust in teachers has an indirect effect on alienation from school, mediated by school burnout variables. It has been discovered by this research that trust in teachers has a negative direct effect on school burnout and that trust in teachers has an indirect effect on school burnout, mediated by attitude toward school and alienation from school variables. It has been revealed that trust in teachers does not have a direct but an indirect effect on academic success, mediated by school burnout and alienation from school. With this research, it has been concluded that attitude toward school has a direct effect on alienation from school. Trust in teachers and attitude toward school together explains 16% of variance of alienation from school. As a result of the analyses carried out as part of the research, it has been found that students' attitudes toward school have a negative direct effect on their school burnout. Attitude toward school influences school burnout indirectly, mediated by alienation from school. Trust in teachers, attitude toward school and alienation from school variables altogether explains about 26% of the variance of school burnout. As a result of the research, it has been determined that students' attitude toward school does not have a direct but an indirect effect on their academic success, mediated by alienation from school and school burnout variables. In the consequence of the studies carried out within the context of the research, it has been established that alienation from school has a direct positive effect on school burnout. With this research, it has been concluded that students' alienation from school has a negative direct effect on their academic success and that their school burnout has a direct negative effect on students' academic success. As a result of the analysis of the model, set by this research, using Structural Equation Modelling, trust in teachers, attitude toward school, alienation from school and school burnout variables have a direct or indirect effect on students' academic success. Trust in teachers, attitude toward school, alienation from school and school burnout variables altogether explains nearly 12% of the variance of academic success.
Açıklama
05.12.2017 tarihine kadar kullanımı yazar tarafından kısıtlanmıştır.
Anahtar Kelimeler
Lise öğrencileri, Akademik başarı, Öğretmene güven, Okula karşı tutum, Okul tükenmişliği, Okula yabancılaşma, Yapısal Eşitlik Modellemesi, High school students, Academic success, Trust in teachers, Attitude toward school, School burnout, Alienation from school, Structural Equation Modelling
Kaynak
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Künye
Atik, S. (2016). Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği. 1-179 ss.
