Okul öncesi öğretmenlerinin performans değerlendirmeyle ilgili tutumları
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi,Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Çalışmanın amacı, okul öncesi öğretmenlerinin performans değerlendirmeyle ilgili tutumlarını saptamaktadır. Çalışma, 2017-2018 eğitimöğretim yılı güz döneminde Tekirdağ ilçelerinde görev yapan 175 okul öncesi öğretmeni ile yürütülmüştür. Veri toplama aracı olarak, Vatansever&Ergin (2017) tarafından hazırlanan ve geçerlik-güvenirlik istatistikleri yayınlanan “Performans Değerlendirmeyle İlgili Tutum Ölçeği” kullanılmıştır. 4'lü derecelemeli 44 maddeden ve toplamda 3 faktörden oluşan ölçeğin boyutları şunlardır; Genel Performans Değerlendirme, Eğitimde Performans Değerlendirme, Performans Değerlendirme Uygulamasındaki Fiili Durum. Verilerin çözümlenmesinde aritmetik ortalama, standart sapma, yüzde ve frekans gibi betimsel istatistikler yanında bağımlı değişkenin bağımsız değişkenlerle etkileşimi analiz edilirken ise t testi, varyans analizi, LSD istatistik teknikler kullanılmıştır. Araştırmadaki bulgulara göre şu sonuçlar elde edilmiştir: 1) Okul öncesi öğretmenlerinin performans değerlendirme ile ilgili tutumları, eğitim durumuna, müdürünün dersini yıl boyunca gözlem sıklığı, müdürü ile aynı branş olup-olmadığı, müdürünün kaç yıldır okul yöneticiliği pozisyonunda görev yaptığı, görev yeri, okulda bulunan öğretmen sayısı değişkenlerine göre farklılaşmıştır. 2) Okul öncesi öğretmenlerinin performans değerlendirme ile ilgili tutumları, yaş, cinsiyet, mesleki hizmet süresi, daha önceden müdür–müdür yardımcısı olarak görev alıp-almama, müdürlerinin mezun olduğu son okul, müdürmüdür yardımcılığı yapanların eğitim yönetimi ile ilgili eğitim alıp-almama değişkenlerine göre anlamlı bir şekilde farklılaşmamaktadır. 3) Okul öncesi öğretmenleri performans değerlendirme sürecinde okul müdürü ve kendisinin bulunmasını istiyorken müfettiş, veli, öğrenci, okul memuru ve hizmetliyi istememektedir
The purpose of this study is to determine the attitudes of pre-school teachers regarding performance evaluation. The study was conducted with 175 pre-school teachers who worked at the central district and other districts of Tekirdag during the fall tem of the 2017-2018 education-teaching year. The “Scale for Attitude on Performance Evaluation” that was prepared and the validityreliability statistics of which were published by Vatansever&Ergin (2017) was used as the data collection tool. The dimensions of the scale, which is composed of 44 items with gradations of 4 and 3 factors in total, are; General Performance Evaluation, Performance Evaluation in Education, Actual State in the Application of Performance Evaluation. During data analysis, t test, variance analysis, LSD statistical techniques were used in analyzing the interaction of the dependent variable with the independent variables, as well as descriptive statistics such as arithmetic average, standard deviation, percentage and frequency. The following conclusions were reached as based on the research findings: 1) The attitudes of pre-school teachers regarding performance evaluation differ as based on the variables of education status, the frequency that the principal observes the taught course during the year, whether the teacher is from the same branch as the principal or not, for how many years the principal has worked at a school administrator position, the place of assignment and number of teachers in the school. 2) The attitudes of pre-school teachers regarding performance evaluation do not differ significantly as based on the variables of age, gender, term of professional service, having worked as principal / vice-principal previously of not, the last school that the principal has graduated from, whether those who are assigned as principal / vice-principal have received any training regarding education administration or not. 3) While the pre-school teachers want the principal and themselves to take part in the performance evaluation process, they do not want any inspectors, parents, students, school officers and attendants to be involved.
The purpose of this study is to determine the attitudes of pre-school teachers regarding performance evaluation. The study was conducted with 175 pre-school teachers who worked at the central district and other districts of Tekirdag during the fall tem of the 2017-2018 education-teaching year. The “Scale for Attitude on Performance Evaluation” that was prepared and the validityreliability statistics of which were published by Vatansever&Ergin (2017) was used as the data collection tool. The dimensions of the scale, which is composed of 44 items with gradations of 4 and 3 factors in total, are; General Performance Evaluation, Performance Evaluation in Education, Actual State in the Application of Performance Evaluation. During data analysis, t test, variance analysis, LSD statistical techniques were used in analyzing the interaction of the dependent variable with the independent variables, as well as descriptive statistics such as arithmetic average, standard deviation, percentage and frequency. The following conclusions were reached as based on the research findings: 1) The attitudes of pre-school teachers regarding performance evaluation differ as based on the variables of education status, the frequency that the principal observes the taught course during the year, whether the teacher is from the same branch as the principal or not, for how many years the principal has worked at a school administrator position, the place of assignment and number of teachers in the school. 2) The attitudes of pre-school teachers regarding performance evaluation do not differ significantly as based on the variables of age, gender, term of professional service, having worked as principal / vice-principal previously of not, the last school that the principal has graduated from, whether those who are assigned as principal / vice-principal have received any training regarding education administration or not. 3) While the pre-school teachers want the principal and themselves to take part in the performance evaluation process, they do not want any inspectors, parents, students, school officers and attendants to be involved.
Açıklama
Anahtar Kelimeler
Performans, Performans Değerlendirme, Okul Öncesi Öğretmenleri, Okul Müdürü, Performance, Performance Evaluation, Pre-School Teachers, School Principal
