Öğretmenlerin teknostres düzeylerinin çeşitli değişkenlere göre değerlendirilmesi: Edirne ili örneği
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalışmanın amacı, öğretmenlerin teknostres düzeylerini belirlemek ve bu düzeyin çeşitli değişkenlere göre değişimini değerlendirmektir. Araştırmada nicel ve nitel verilerin birlikte yer aldığı karma yöntem desenlerinden biri olan yakınsayan paralel karma yöntem deseni kullanılmıştır. Bu sayede bulguları güçlü kılmak, birbirini destekler hale getirmek, daha gerçekçi verilere ulaşarak araştırmanın genellenebilirliğini arttırmak ve tek yöntemin kullanılmasının getirdiği sınırlılıklarından kurtulmak amaçlanmıştır. Araştırmanın nicel kısmında "ilişkisel tarama" modeli kullanılırken, nitel kısmında "durum çalışması" deseni kullanılmıştır. Araştırmanın nicel boyutunda örneklem 2020-2021 eğitim-öğretim yılında Edirne ili merkez ve ilçelerinde yer alan MEB'e bağlı ilkokul, ortaokul ve liselerde görev yapan 526 öğretmen yer almıştır. Araştırmanın nitel boyutunda ise amaçlı örnekleme yöntemlerinden "maksimum çeşitlilik örneklemesi" kullanılarak farklı branşlardan seçilen 18 öğretmen araştırmaya dâhil edilmiştir. Araştırmanın nicel boyutunda öğretmenlerin demografik bilgilerini belirlemek için demografik bilgiler formu ve teknostres düzeylerini belirlemek için ise Öğretmenlerin Teknostres Düzeylerini Belirleme Ölçeği kullanılmıştır. Nitel bölümde verilerin toplanması için araştırmacı tarafından alan uzmanlarının da görüş ve önerileri doğrultusunda geliştirilen yarı-yapılandırılmış görüşme formu kullanılmıştır. Araştırma verilerinin analizinde ise nicel veriler için SPSS 25.0 istatistik programı kullanılırken, nitel verilerin analizinde betimsel analiz kullanılmıştır. Araştırmada, öğretmenlerin genel teknostres düzeylerinin orta düzeyde olduğu belirlenirken öğretmenlerin öğrenme-öğretme süreç odaklı, teknik sorun odaklı ve sosyal odaklı teknostres alt boyutlarında orta düzeyde teknostres yaşadıkları ortaya çıkmıştır. Öte yandan öğretmenlerin mesleğe yönelik ve kişisel kaynaklı teknostres alt boyutlarında ise düşük düzeyde teknostres yaşadıkları belirlenmiştir. Bağımsız değişkenlere bağlamında gerçekleştirilen değerlendirmede ise öğretmenlerin yaş ve kıdemlerinin arttıkça teknostres düzeylerinin de arttığı sonucuna varılmıştır. Ayrıca teknostresin alt faktörlerinden kişisel kaynaklı faktöründe kadın öğretmenlerin erkek öğretmenlere göre anlamlı şekilde daha yüksek teknostres yaşadığı ortaya çıkmıştır. Teknostres ölçeğinin alt faktörlerinden mesleğe yönelik ile kişisel kaynaklı alt faktörlerinde genel anlamda eğitim düzeyi arttıkça teknostres düzeyinin azaldığı görülmüştür. Çalışmada teknostres ölçeğinin alt boyutlarında kişisel kaynaklı alt faktöründe Sınıf öğretmenlerinin teknostres düzeylerinin Bilişim Teknolojileri öğretmenlerinin teknostres düzeylerinden anlamlı şekilde yüksek olduğu ortaya çıkmıştır. Öte yandan teknostres ölçeğinin bazı alt faktörlerinde bağlamında yapılan değerlendirmede öğretmenlerin haftalık ders saati, BİT kullanım yılı ve eğitim amaçlı günlük BİT kullanım saati arttıkça teknostres düzeylerinin düştüğü görülmüştür. Araştırmada ayrıca derslerinde BİT kullanan öğretmenlerin kullanmayanlara kıyasla teknostres düzeylerinin anlamlı şekilde düşük olduğu tespit edilmiştir. Araştırmanın bir diğer bulgusu öğretmenlerin görev yaptığı öğretim kademesi ile teknostres düzeyinin arasındaki farkın anlamlı olmadığını ortaya koymuştur. Yarı yapılandırılmış görüşme soruları aracılığı ile elde edilen nitel veriler öğretmenlerin öğrenme-öğretme süreci odaklı, teknik sorun odaklı ve sosyal odaklı alt temalarında fazla sayıda olumsuz görüş bildirdiklerini ortaya çıkarırken, mesleğe yönelik ve kişisel kaynaklı temalarında ise daha az olumsuz görüşe bildirdiklerini ortaya çıkarmıştır.
The study aims to determine the technostress levels of teachers and evaluate the changes in these levels according to diverse variables. The convergent parallel mixed method design, a mixed-method design that includes quantitative and qualitative data together, was used in the research. Thus, it was aimed to bolster the findings, have them support each other, increase the generalizability of the research by reaching more realistic data, and eliminate the limitations of using a single method. The "case study" method was used in the qualitative section of the research, whereas the "relational survey" model was used in the quantitative section. In the quantitative dimension, the sample consisted of 526 teachers employed in primary, secondary, and high schools affiliated to the Ministry of National Education in the central and peripheral districts of the province Edirne during the 2020-2021 academic year. In the study's qualitative dimension, on the other hand, 18 teachers selected from different branches were included in the study by using "maximum diversity sampling," which is a purposive sampling method. In the quantitative dimension of the study, a demographic information form was used to determine the demographic information of the teachers, and the Teachers' Technostress Levels Scale was used to determine their technostress levels. A semi- structured interview form developed by the researcher based on opinions and suggestions of the field experts was used to collect the data in the qualitative section. In the analysis of the research data, the SPSS 25.0 statistical program was utilized for the quantitative data, while descriptive analysis was used for analyzing the qualitative data. In the research, while it was determined that the teachers had a moderate general technostress level, it was found out that the teachers experienced technostress on a moderate level in the learning-teaching process- oriented, technical problem-oriented, and social-oriented technostress sub-dimensions. On the other hand, it was determined that teachers experienced low levels of technostress in the professional and personal-related technostress sub-dimensions. It was concluded after the evaluation carried out in the context of independent variables that as the age and seniority of the teachers increased, their technostress levels also increased. Also, it was revealed in the personal-related source sub-factor of the technostress that female teachers experienced significantly higher technostress compared to male teachers. In the profession-related and personal-related sub-factors of the technostress scale, it was seen that the level of technostress decreases as the level of education increases. It was found out in the study that the technostress levels of the classroom teachers were significantly higher than the technostress levels of the Information Technologies teachers according to the personal-related factor in the sub-dimensions of the technostress scale. On the other hand, it was observed according to the evaluation made in the context of some sub-factors of the technostress scale that the technostress levels of teachers decreased as the weekly lesson hours, the years of ICT use, and the daily ICT usage hours for educational purposes increased. It was also determined that the technostress levels of teachers who use ICT in their classes are significantly lower than those who do not use them. One other finding in the study revealed that the difference between whether the teachers teach in primary, secondary and high school and their level of technostress was not significant. Qualitative data obtained by the semi-structured interview questions showed that teachers reported more negative opinions on learning-teaching process- oriented, technical problem-oriented, and social-oriented sub-themes, whereas they expressed less negative opinions on occupational and personal-related themes.
The study aims to determine the technostress levels of teachers and evaluate the changes in these levels according to diverse variables. The convergent parallel mixed method design, a mixed-method design that includes quantitative and qualitative data together, was used in the research. Thus, it was aimed to bolster the findings, have them support each other, increase the generalizability of the research by reaching more realistic data, and eliminate the limitations of using a single method. The "case study" method was used in the qualitative section of the research, whereas the "relational survey" model was used in the quantitative section. In the quantitative dimension, the sample consisted of 526 teachers employed in primary, secondary, and high schools affiliated to the Ministry of National Education in the central and peripheral districts of the province Edirne during the 2020-2021 academic year. In the study's qualitative dimension, on the other hand, 18 teachers selected from different branches were included in the study by using "maximum diversity sampling," which is a purposive sampling method. In the quantitative dimension of the study, a demographic information form was used to determine the demographic information of the teachers, and the Teachers' Technostress Levels Scale was used to determine their technostress levels. A semi- structured interview form developed by the researcher based on opinions and suggestions of the field experts was used to collect the data in the qualitative section. In the analysis of the research data, the SPSS 25.0 statistical program was utilized for the quantitative data, while descriptive analysis was used for analyzing the qualitative data. In the research, while it was determined that the teachers had a moderate general technostress level, it was found out that the teachers experienced technostress on a moderate level in the learning-teaching process- oriented, technical problem-oriented, and social-oriented technostress sub-dimensions. On the other hand, it was determined that teachers experienced low levels of technostress in the professional and personal-related technostress sub-dimensions. It was concluded after the evaluation carried out in the context of independent variables that as the age and seniority of the teachers increased, their technostress levels also increased. Also, it was revealed in the personal-related source sub-factor of the technostress that female teachers experienced significantly higher technostress compared to male teachers. In the profession-related and personal-related sub-factors of the technostress scale, it was seen that the level of technostress decreases as the level of education increases. It was found out in the study that the technostress levels of the classroom teachers were significantly higher than the technostress levels of the Information Technologies teachers according to the personal-related factor in the sub-dimensions of the technostress scale. On the other hand, it was observed according to the evaluation made in the context of some sub-factors of the technostress scale that the technostress levels of teachers decreased as the weekly lesson hours, the years of ICT use, and the daily ICT usage hours for educational purposes increased. It was also determined that the technostress levels of teachers who use ICT in their classes are significantly lower than those who do not use them. One other finding in the study revealed that the difference between whether the teachers teach in primary, secondary and high school and their level of technostress was not significant. Qualitative data obtained by the semi-structured interview questions showed that teachers reported more negative opinions on learning-teaching process- oriented, technical problem-oriented, and social-oriented sub-themes, whereas they expressed less negative opinions on occupational and personal-related themes.
Açıklama
Yüksek Lisans
Anahtar Kelimeler
Bilim ve Teknoloji, Science and Technology ; Eğitim ve Öğretim
