EBEVEYNLER İLE ÖĞRETMENLERİN SOSYAL BECERİLERİ VE PROBLEM DAVRANIŞLARI DEĞERLENDİRMEDEKİ TUTARLILIĞININ İNCELENMESİ
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2024-04
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info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, ebeveynler ve öğretmenlerin çocukların sosyal becerileri ve problem davranışları değerlendirmedeki tutarlılık düzeyleri incelenmiştir. Çalışmada normal gelişim gösteren okul öncesi çocukları ile özel gereksinimli çocuklara sahip iki grup ebeveynle çalışılmıştır. Ebeveyn ve öğretmenlerin değerlendirmeleri arasındaki ilişki çocukların cinsiyetine, engel durumuna, kardeş sayısına, ebeveyn öğrenim durumuna ve ebeveyn tükenmişlik düzeyine göre incelenmiştir. Aynı zamanda ebeveyn ve öğretmen değerlendirmelerinde belirtilen değişkenlere göre sosyal beceri ve problem davranışlardaki farklılık durumu da incelenmiştir. Çalışmaya İstanbul, Hatay, Antalya, Kırklareli, Kocaeli, Siirt’te yer alan resmi anaokulları ve Milli Eğitim Bakanlığına bağlı özel eğitim ve rehabilitasyon merkezlerine devam eden 50 normal gelişim gösteren, 50 özel gereksinimli çocuğa sahip ebeveyn ve bu çocukların öğretmenleri katılmıştır. Veri Toplamada ‘Kişisel Bilgi Formu’, ‘Okul Öncesi ve Anasınıfı Davranış Ölçeği’ ve ‘Eş Tükenmişlik Ölçeği- Kısa Formu’ kullanılmıştır. Verilerin analizi için Cronbach Alfa, Doğrulayıcı Faktör Analizi, Pearson Korelasyon Katsayısı ve ANOVA’dan yararlanılmıştır. Ebeveyn ve öğretmenlerin sosyal becerileri değerlendirme de tutarlılıkları orta düzeyde, problem davranış değerlendirmeleri düşük düzeyde bulunmuştur. Belirtilen değişkenlere göre değerlendiriciler arası tutarlılık düzeylerinin değişebildiği görülmüştür. Ayrıca ebeveyn değerlendirmelerinde sosyal iş birliğinde cinsiyete, sosyal beceri ve problem davranışlarda engel durumuna göre farklılaşma belirlenmiştir. Hem öğretmen hem de ebeveyn değerlendirmelerinde kardeş sayısı, ebeveyn öğrenim düzeyinin farklılaşmaya sebep olmadığı, tükenmişlik düzeyinin farklılaşmaya sebep olduğu bulunmuştur. Sonuç olarak, çocukları değerlendirirken farklı değerlendiricilerden bilgi alınmasının durumu değerlendirmekte daha faydalı olunacağı düşünülmüştür.
In this study, the consistency levels of parents and teachers in assessing children's social skills and problem behaviors were examined. Two groups of parents with normally developing preschool children and children with special needs were studied. The relationship between parents' and teachers' evaluations was examined according to children's gender, disability status, number of siblings, parental education level and parental burnout level. Differences in social skills and problem behaviors were also examined according to the variables specified in parent and teacher evaluations. The participants of the study were 50 parents of typically developing children and 50 parents of children with special needs attending public kindergartens and special education and rehabilitation centers affiliated with the Ministry of National Education in Istanbul, Hatay, Antalya, Kırklareli, Kocaeli, Siirt and their teachers. 'Personal Information Form', 'Preschool and Kindergarten Behavior Scale' and 'Spouse Burnout Scale - Short Form' were used for data collection. Cronbach's Alpha, Confirmatory Factor Analysis, Pearson Correlation Coefficient and ANOVA were used to analyze the data. Parents' and teachers' consistency in evaluating social skills was found to be at a medium level, and problem behavior evaluations were found to be at a low level. It was observed that inter-rater consistency levels could vary according to the variables specified. In addition, in parent evaluations, differentiation was determined in social cooperation according to gender, social skills and problem behaviors according to disability status. In both teacher and parent evaluations, it was found that the number of siblings and parental education level did not cause differentiation, while burnout level caused differentiation. As a result, it was thought that getting information from different evaluators while evaluating children would be more useful in evaluating the situation."
In this study, the consistency levels of parents and teachers in assessing children's social skills and problem behaviors were examined. Two groups of parents with normally developing preschool children and children with special needs were studied. The relationship between parents' and teachers' evaluations was examined according to children's gender, disability status, number of siblings, parental education level and parental burnout level. Differences in social skills and problem behaviors were also examined according to the variables specified in parent and teacher evaluations. The participants of the study were 50 parents of typically developing children and 50 parents of children with special needs attending public kindergartens and special education and rehabilitation centers affiliated with the Ministry of National Education in Istanbul, Hatay, Antalya, Kırklareli, Kocaeli, Siirt and their teachers. 'Personal Information Form', 'Preschool and Kindergarten Behavior Scale' and 'Spouse Burnout Scale - Short Form' were used for data collection. Cronbach's Alpha, Confirmatory Factor Analysis, Pearson Correlation Coefficient and ANOVA were used to analyze the data. Parents' and teachers' consistency in evaluating social skills was found to be at a medium level, and problem behavior evaluations were found to be at a low level. It was observed that inter-rater consistency levels could vary according to the variables specified. In addition, in parent evaluations, differentiation was determined in social cooperation according to gender, social skills and problem behaviors according to disability status. In both teacher and parent evaluations, it was found that the number of siblings and parental education level did not cause differentiation, while burnout level caused differentiation. As a result, it was thought that getting information from different evaluators while evaluating children would be more useful in evaluating the situation."
Açıklama
Anahtar Kelimeler
Ebeveyn- Öğretmen Tutarlılığı, Sosyal Beceriler, Davranış Problemi, Engel durumu, Parent-Teacher Consistency, Social Skills, Behavior Problems, Disability Status