Ortaöğretim öğretmenlerinin öğrenmeye ve öğretmenlik mesleğine ilişkin tutumlarının incelenmesi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; ortaöğretim öğretmenlerinin öğrenmeye ve öğretmenlik mesleğine ilişkin tutumlarını incelemektir. Araştırmanın örneklemini, 2019-2020 Eğitim-Öğretim yılının birinci yarıyılında Malatya ili merkez ilçelerindeki liselerde görev yapan 588 öğretmen oluşturmaktadır. Araştırmada Kara (2010) tarafından geliştirilen "Öğrenmeye İlişkin Tutum Ölçeği" ve Demirel ile Ünişen (2018) tarafından geliştirilmiş olan "Öğretmenlerin Öğretmenlik Mesleğine İlişkin Tutum Ölçeği" kullanılmıştır. Ölçeklerin ilgili örnekleme uygulandıktan sonra elde edilen veriler bilgisayara aktarılmış ve alt problemleri yanıtlamak amacıyla bilgisayar paket programından faydalanılmıştır. Bu araştırma, betimsel yöntem izlenerek gerçekleştirilmiştir. Araştırma ile elde edilen bulguların istatiksel analizlerinin yapılması sonucunda, öğretmenlerin öğrenmeye ve öğretmenlik mesleğine ilişkin tutumlarında, öğrenmenin doğası, öğrenmeye ilişkin beklentiler, öğrenmeye açıklık, öğrenmeye ilişkin kaygı, öğretmenlik mesleğine değer verme, mesleki tükenmişlik ve öğretmenlik mesleğine ilgisizlik alt boyutlarında kadın ve erkek öğretmenlerin tutumlarının benzer olduğu sonucuna ulaşılmıştır. Ancak mesleki gelişime açıklık alt boyutunda ise erkek öğretmenlerin kadın öğretmenlere göre anlamlı düzeyde mesleki gelişime daha açık oldukları görülmüştür. Öğretmenlerin kıdemleri, mezun oldukları yükseköğretim kurumları, eğitim düzeyleri ve iş doyum düzeyleri açısından öğrenmenin doğasına ilişkin tutumlarında, öğrenmeye ilişkin kaygılarında, öğrenmeden beklentilerinde, öğrenmeye açık olma tutumlarında, öğretmenlik mesleğine değer verme, mesleki gelişime açıklık, mesleki tükenmişlikleri ve mesleğe ilgisizliklerinde anlamlı farklar gözlenmiştir. Özellikle öğrenmenin doğası, öğrenmeye ilişkin beklentiler, öğrenmeye açık olma ve öğretmenlik mesleğine değer verme tutumlarının artması; Öğrenmeye açık olma, mesleğe değer verme, mesleki tükenmişlik ve mesleğe ilgisizliği artırırken öğrenmeye ilişkin kaygılar ve mesleki gelişime açık olma tutumlarını azalttığı görülmüştür. Yapılan bu araştırma sonuçlarından hareketle, öğretmenlerin öğrenmeye ve öğretmenlik mesleğine ilişkin olumlu tutumlarının artırılması, olumsuz tutumlarının da azaltılmasının gerektiği görülmüştür. Buradan yola çıkarak, her eğitim-öğretim yılının sonunda ya da başında yapılan özellikle seminer dönemi çalışmalarında öğretmenlerin öğrenmeye ve öğretmenlik mesleğine ilişkin görüşlerinin alınması ve değerlendirilmesinin yararlı olacağı sonucuna varılmıştır. Anahtar Sözcükler: Öğretmenlik Mesleği, Öğrenme, Tutum, Öğrenme ve Öğretmenlik Mesleğine İlişkin Tutum, Öğretmen
The aim of this research is to examine secondary school teachers' attitudes towards learning and teaching profession. The sample of the study consists of 588 teachers working at high schools in the central districts of Malatya in the first semester of the 2019-2020 academic year. In the study, "The Scale of Attitudes towards Learning" developed by Kara (2010) and "The Scale of Attitudes towards Teaching Profession" developed by Demirel and Ünişen (2018) were used. After applying the scales to the relevant sampling, the data obtained were transferred to the computer and the computer package program was used to answer the sub-problems. This research was carried out in the descriptive method. As a result of the statistical analysis of the findings obtained from the research, it was concluded that the attitudes of male and female teachers towards learning and teaching profession were similar in the subscales 'the nature of learning, expectations for learning, openness to learning, anxiety about learning, appreciating teaching profession, occupational burnout and indifference to teaching profession.' However, it was observed that male teachers were significantly more open to professional development than female teachers in the 'openness to professional improvement' subscale. Significant differences were observed in their attitudes towards the nature of learning, their anxieties about learning, their expectations from learning, their attitudes towards being open to learning, appreciating teaching profession, openness to professional development, occupational burnout and indifference to the profession in terms of the professional seniority of the teachers, the higher education institutions they graduated from, their education level and job satisfaction. In particular, it was discovered that while the increases in 'the nature of learning, expectations for learning, openness to learning and appreciating the teaching profession attitudes enhanced 'being open to learning, appreciating the profession , occupational burnout and indifference to the profession', they decreased 'anxiety about learning and attitudes towards being open to professional development.' Depending on the results of this research, it was reasoned that teachers' positive attitudes towards learning and teaching profession should be increased and their negative attitudes should be reduced. Based on this, it was deduced that it would be beneficial to take and evaluate teachers' opinions on learning and teaching profession, especially in seminar period studies conducted at the end or beginning of each academic year. Keywords: Teaching Profession, Learning, Attitude, Attitude towards Learning and Teaching Profession, Teacher
The aim of this research is to examine secondary school teachers' attitudes towards learning and teaching profession. The sample of the study consists of 588 teachers working at high schools in the central districts of Malatya in the first semester of the 2019-2020 academic year. In the study, "The Scale of Attitudes towards Learning" developed by Kara (2010) and "The Scale of Attitudes towards Teaching Profession" developed by Demirel and Ünişen (2018) were used. After applying the scales to the relevant sampling, the data obtained were transferred to the computer and the computer package program was used to answer the sub-problems. This research was carried out in the descriptive method. As a result of the statistical analysis of the findings obtained from the research, it was concluded that the attitudes of male and female teachers towards learning and teaching profession were similar in the subscales 'the nature of learning, expectations for learning, openness to learning, anxiety about learning, appreciating teaching profession, occupational burnout and indifference to teaching profession.' However, it was observed that male teachers were significantly more open to professional development than female teachers in the 'openness to professional improvement' subscale. Significant differences were observed in their attitudes towards the nature of learning, their anxieties about learning, their expectations from learning, their attitudes towards being open to learning, appreciating teaching profession, openness to professional development, occupational burnout and indifference to the profession in terms of the professional seniority of the teachers, the higher education institutions they graduated from, their education level and job satisfaction. In particular, it was discovered that while the increases in 'the nature of learning, expectations for learning, openness to learning and appreciating the teaching profession attitudes enhanced 'being open to learning, appreciating the profession , occupational burnout and indifference to the profession', they decreased 'anxiety about learning and attitudes towards being open to professional development.' Depending on the results of this research, it was reasoned that teachers' positive attitudes towards learning and teaching profession should be increased and their negative attitudes should be reduced. Based on this, it was deduced that it would be beneficial to take and evaluate teachers' opinions on learning and teaching profession, especially in seminar period studies conducted at the end or beginning of each academic year. Keywords: Teaching Profession, Learning, Attitude, Attitude towards Learning and Teaching Profession, Teacher
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
