Öğretmen Mesleki Öğrenme Topluluğu İle Kolektif Öğretmen Yeterliği Arasındaki İlişkinin İncelenmesi
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2021-03-19
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmada öğretmen mesleki öğrenme topluluğu ile kolektif öğretmen yeterliği arasındaki ilişki incelenmiştir. Araştırma kapsamında 2018-2019 eğitim-öğretim yılında Karabük ili merkezinde ve ilçelerinde yer alan ilkokul ve ortaokullarda görev yapan 327 katılımcıya ulaşılmıştır. Araştırmada 3 bölümden oluşan bir veri toplama aracı kullanılmıştır. Veri toplama aracının birinci bölümünde kişisel bilgiler bölümü; ikinci bölümünde Olivier, Hipp ve Huffman (2003) tarafından geliştirilip Kalkan (2015) tarafından Türkçe’ye uyarlanmış olan Mesleki Öğrenme Topluluğu Ölçeği; üçüncü bölümünde ise Tschannen-Moran ve Barr (2004) tarafından geliştirilerek Erdoğan ve Dönmez (2015) tarafından Türkçe’ye uyarlanan Kolektif Öğretmen Yeterliği Ölçeği yer almaktadır. Araştırmada ilişkisel model kullanılmıştır. Verilerin analizinde T-testi, Anova testi, Korelasyon Analizi ve Regresyon Analizinden faydalanılmıştır. Araştırmada öğretmenlerin algılarına göre; öğretmen mesleki öğrenme topluluğu ve kolektif öğretmen yeterlik inançları katılıyorum düzeyinde bulunmuştur. Erkek öğretmenlerin kolektif yeterlik inançları, kadın öğretmenlere göre istatistiksel olarak anlamlı ve yüksek düzeyde bulunmuştur. Kolektif öğretmen yeterliği algısının okul türü, kıdem, branş ve hizmet yılı değişkenlerine göre istatistiksel olarak anlamlı farklılık göstermediği bulunmuştur. Öğretmen mesleki öğrenme topluluğu algısının cinsiyet, okul türü, kıdem, branş ve hizmet yılı değişkenleriyle istatistiksel olarak anlamlı farklılık göstermediği bulunmuştur. Kolektif öğretmen yeterliği inancı ile öğretmen mesleki öğrenme topluluğu arasında pozitif yönde ve istatiksel olarak anlamlı bir ilişki tespit edilmiştir. Ayrıca öğretmen mesleki öğrenme topluluğu, kolektif öğretmen yeterlik inancının %40’ını pozitif yönde ve istatiksel olarak anlamlı biçimde yordamıştır.
In this study, the relationship between schools’ being professional learning community and collective teacher efficacy was analyzed. For the purpose, the study was designed as a quantitative study utilizing correlational survey model. The sample of the study consisted of 327 teachers working at primary and secondary schools for the 2018-2019 academic year in Karabük and its counties. The data for the study were collected using “The Professional Leaning Community Scale” developed by Olivier, Hipp, and Huffman (2003) and then adapted to Turkish by Kalkan (2015), as well as “The Collective Teacher Efficacy Scale” developed by Tschannen-Moran and Barr (2004) and then adapted to Turkish by Erdoğan and Dönmez (2015). To analyze the data, independent samples t-test, one-way analysis of variance (ANOVA), simple bivariate correlation and simple linear regression analysis, as well as basic descriptive analysis, were all used. The results of the study indicated that, according to teacher perceptions, collective teacher efficacy beliefs and professional learning community efficacy beliefs are at a high level (I agree). Male teachers have higher levels of collective teacher effectiveness beliefs than female teachers, which is statistically important. It was also discovered that collective teacher efficacy didn’t change meaningfully in terms of school type, seniority, branch and years of service. Besides, gender, school type, seniority, branch, and years of service were found to have no significant impact on being part of a professional learning community. The results also revealed that there was a positive and substantial correlation between collective teacher efficacy and school professional learning community perceptions. Furthermore, it was estimated that the professional learning community of teachers had a positive and substantial impact on 40 percent of collective teacher efficacy."
In this study, the relationship between schools’ being professional learning community and collective teacher efficacy was analyzed. For the purpose, the study was designed as a quantitative study utilizing correlational survey model. The sample of the study consisted of 327 teachers working at primary and secondary schools for the 2018-2019 academic year in Karabük and its counties. The data for the study were collected using “The Professional Leaning Community Scale” developed by Olivier, Hipp, and Huffman (2003) and then adapted to Turkish by Kalkan (2015), as well as “The Collective Teacher Efficacy Scale” developed by Tschannen-Moran and Barr (2004) and then adapted to Turkish by Erdoğan and Dönmez (2015). To analyze the data, independent samples t-test, one-way analysis of variance (ANOVA), simple bivariate correlation and simple linear regression analysis, as well as basic descriptive analysis, were all used. The results of the study indicated that, according to teacher perceptions, collective teacher efficacy beliefs and professional learning community efficacy beliefs are at a high level (I agree). Male teachers have higher levels of collective teacher effectiveness beliefs than female teachers, which is statistically important. It was also discovered that collective teacher efficacy didn’t change meaningfully in terms of school type, seniority, branch and years of service. Besides, gender, school type, seniority, branch, and years of service were found to have no significant impact on being part of a professional learning community. The results also revealed that there was a positive and substantial correlation between collective teacher efficacy and school professional learning community perceptions. Furthermore, it was estimated that the professional learning community of teachers had a positive and substantial impact on 40 percent of collective teacher efficacy."
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Anahtar Kelimeler
Mesleki Öğrenme Topluluğu, Kolektif Öğretmen Yeterliği, Öğretmen İşbirliği, Mesleki Paylaşım, Professional Learning Community, Collective Teacher Efficacy, Teacher Collaboration, Professional Sharing