Okul temelli mesleki gelişim uygulamalarının öğretmenlerin psikolojik iyi oluş düzeylerine etkisinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
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Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı okul temelli mesleki gelişim uygulamaları ile öğretmenlerin psikolojik iyi oluş düzeyleri arasındaki ilişkinin saptanmasıdır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini, Edirne ili merkez ve ilçelerinde bulunan Millî Eğitim Bakanlığı'na bağlı Anaokulu, İlkokul, Ortaokul ve Liselerde görev yapan 4159 öğretmen oluşturmaktadır. Araştırmada özenli bir şekilde doldurulmayan 13 ölçek çıkarılarak 400 ölçek incelemeye alınmıştır. Araştırmada veri toplama aracı olarak Deniz ve diğerleri, (2017) tarafından geliştirilen Okul Temelli Mesleki Gelişim Ortamını Değerlendirme Ölçeği ve Diener ve arkadaşları (2009-2010) tarafından geliştirilen ve Telef (2011; 2013) tarafından Türkçeye uyarlama çalışması yapılan Psikolojik İyi Oluş Ölçeği kullanılmıştır. Araştırmada ayrıca çalışma grubuna ilişkin demografik bilgilerin edinilmesi amacıyla, araştırmacı tarafından geliştirilen kişisel bilgiler formu kullanılmıştır. Elde edilen nicel veriler bilgisayar ortamında, SPSS programı ile analiz edilmiştir.400 kişilik örneklemde güvenirlik analizi ve yapı geçerliğine yönelik kanıt ortaya koymak amacıyla JASP programı ile doğrulayıcı faktör analizi yapılmıştır. Nicel verilerin analizinde; betimsel istatistikler, normal dağılım gösteren değişkenler için Bağımsız Değişkenler t-testi ve ANOVA, Post Hoc Çoklu Karşılaştırılmalı testler kullanarak, gruplar arasında farklılıkları tespit etmek için Scheffe testi uygulanmıştır. Öğretmenlerin Okul temelli mesleki gelişim uygulamaları ile psikolojik iyi oluş düzeyleri arasındaki ilişkinin saptanması için korelasyon ve regresyon analizi uygulanmıştır. Araştırmada öğretmenlerin okul temelli mesleki gelişim uygulamalarına ilişkin algılarının yaş, cinsiyet, mesleki hizmet yılı değişkenlerine göre anlamlı bir fark bulunmamıştır ancak okul türüne göre farklılaştığı görülmüştür. Öğretmenlerin psikolojik iyi oluş düzeylerinin de okul türüne göre farklılaştığı sonucuna ulaşılmıştır. Ayrıca araştırmada öğretmenlerin okul temelli mesleki gelişim ortamının değerlendirilmesi algıları ile psikolojik iyi oluş düzeyleri arasında pozitif yönde ve düşük düzeyde anlamlı bir ilişki olduğu tespit edilmiştir.
The aim of the research is to determine the relationship between school-based professional development practices and teachers' psychological well-being levels. The relational screening model, one of the quantitative research methods, was used in the research. The population of the research consists of 4159 teachers working in pre-school, primary school, secondary school and high school schools affiliated with the Ministry of National Education in the center and districts of Edirne province. In the research, 13 scales that were not filled out carefully were removed and 400 scales were examined. The School-Based Professional Development Environment Evaluation Scale developed by Deniz et al. (2017) and the Psychological Well-Being Scale developed by Diener et al. (2009-2010) and adapted into Turkish by Telef (2011; 2013) were used as data collection tools in the study. In the study, a personal information form developed by the researcher was also used to obtain demographic information about the study group. The obtained quantitative data were analyzed in a computer environment with the SPSS program. Confirmatory factor analysis was conducted with the JASP program in order to provide evidence for reliability analysis and construct validity in a sample of 400 people. In the analysis of quantitative data; Scheffe test was applied to detect differences between groups using descriptive statistics, Independent Variables t-test and ANOVA, Post Hoc Multiple Comparison tests for normally distributed variables. Correlation and regression analysis were applied to determine the relationship between teachers' school-based professional development practices and their psychological well-being levels. In the study, no significant difference was found in teachers' perceptions of school-based professional development practices according to age, gender, and years of professional service variables, but it was observed that they differed according to school type. It was concluded that teachers' psychological well-being levels differ depending on the type of school. In addition, the study found that there was a positive and low-level significant relationship between teachers' perceptions of the evaluation of the school-based professional development environment and their psychological well-being levels.
The aim of the research is to determine the relationship between school-based professional development practices and teachers' psychological well-being levels. The relational screening model, one of the quantitative research methods, was used in the research. The population of the research consists of 4159 teachers working in pre-school, primary school, secondary school and high school schools affiliated with the Ministry of National Education in the center and districts of Edirne province. In the research, 13 scales that were not filled out carefully were removed and 400 scales were examined. The School-Based Professional Development Environment Evaluation Scale developed by Deniz et al. (2017) and the Psychological Well-Being Scale developed by Diener et al. (2009-2010) and adapted into Turkish by Telef (2011; 2013) were used as data collection tools in the study. In the study, a personal information form developed by the researcher was also used to obtain demographic information about the study group. The obtained quantitative data were analyzed in a computer environment with the SPSS program. Confirmatory factor analysis was conducted with the JASP program in order to provide evidence for reliability analysis and construct validity in a sample of 400 people. In the analysis of quantitative data; Scheffe test was applied to detect differences between groups using descriptive statistics, Independent Variables t-test and ANOVA, Post Hoc Multiple Comparison tests for normally distributed variables. Correlation and regression analysis were applied to determine the relationship between teachers' school-based professional development practices and their psychological well-being levels. In the study, no significant difference was found in teachers' perceptions of school-based professional development practices according to age, gender, and years of professional service variables, but it was observed that they differed according to school type. It was concluded that teachers' psychological well-being levels differ depending on the type of school. In addition, the study found that there was a positive and low-level significant relationship between teachers' perceptions of the evaluation of the school-based professional development environment and their psychological well-being levels.
Açıklama
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Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
