Turkish provincial state university teachers perceptions of English language teaching asn a career
Türkiye`de taşra üniversitelerinde görev yapan İngilizce öğretim elemanlarının İngilizce öğretmenliğine kariyer olarak bakışları
- Tez No: 103656
- Danışmanlar: DR. WİLLİAM E. SNYDER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Language and Literature
- Anahtar Kelimeler: Kariyer, Taşra, Öğretim elemanları, Öğretmenlik, Üniversiteler, İngilizce, Career, Provinces, Instructors, Teaching, Universities, English
- Yıl: 2001
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: İngiliz Dili Eğitimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
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Özet (Çeviri)
ABSTRACT Title :Turkish Provincial State University Teachers' Perceptions of English Language Teaching as a Career Author : Meltem Coşkuner Thesis Chairperson : Dr. Hossein Nassaji Bilkent University, MA TEFL Program Committee Members : Dr. James Stalker Dr. William E. Snyder Bilkent University, MA TEFL Program The purpose of this study was to investigate whether Turkish provincial state university teachers see EFL teaching as a career, how demographic factors (age, sex, experience, and institution), and occupational factors (job satisfaction, entrance into teaching, and professional development opportunities) relate to teachers' commitment. The study was conducted in nine different institutions. 1 80 EFL teachers in these institutions participated in the study. Data were collected through a questionnaire which consisted of three parts and the participants were asked multiple-choice and open-ended questions in the first part; Likert-scale questions in the second part, and questions in which more than one option could be selected in the third part of the questionnaire. Quantitative data analysis techniques were used to analyse the data. For the items in the first part of the questionnaire the frequencies and the percentages were calculated. The frequencies, the percentages, the mean, and the chi-square values were found toanalyse teachers' short- and long-term commitment. The relation of age, sex, and institution to teachers' commitment was analysed through the chi-square, and for the relation of experience to teachers' commitment the Pearson correlation was used. The correlation between occupational factors and teachers' commitment was analysed through the Pearson correlation, and the frequencies and the percentages were calculated to analyse the three questions in Part C in the questionnaire. The results of the data analysis revealed that teachers generally see ELT as a career. Age, sex, and experience did not relate to teachers' commitment, but institution correlated with teachers' commitment. Teachers' entrance into teaching and their current perceptions of ELT as an occupation, teachers' job satisfaction, and their perceptions of professional development opportunities were found to be related to teachers' commitment. Teachers' being proud of their profession, their having positive relationships with their students, and their being satisfied with their current teaching position were found among the most important factors relating to teachers' commitment. Low salaries were the most important reason for why teachers might consider leaving teaching. Considering that teachers' job satisfaction and their perceptions of professional development are related to their commitment to EFL teaching, administrators should give priority to providing teachers with positive work conditions, opportunities for professional development, and continual moral and administrative support.
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