Geri Dön

İlköğretim öğretmenleri için mesleki değerler ölçeğinin geliştirilmesi ve ilköğretim öğretmenlerinin mesleki değerlerinin belirlenmesi

Development of professional values scale for primary education teachers and determination of primary education teachers professional values

PDF İndir

  1. Tez No: 322033
  2. Yazar: NİHAL TUNCA
  3. Danışmanlar: PROF. MUSTAFA SAĞLAM
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2012
  8. Dil: Türkçe
  9. Üniversite: Anadolu Üniversitesi
  10. Enstitü: Eğitim Bilimleri Enstitüsü
  11. Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
  12. Bilim Dalı: Eğitim Programları ve Öğretim Bilim Dalı
  13. Sayfa Sayısı: 232

Özet

In the present study, the purpose is to determine the professional values of the teaching profession, develop a reliable and valid evaluation instrument to investigate the presence or absence of these values in elementary school teachers and determine the conditions of teachers having in terms of these values.The study employed mixed methods which use qualitative and quantitative methods related to the same concept together. For each sub-purpose of the study, mixed method designs, ?Concurrent Transformative Design?, ?Sequential Exploratory Design?, ?Sequential Exploratory Design? and ?Concurrent Triangulation Design? were used separately and in the given order. Within the context of the present study, four different study groups were formed to determine the conceptual framework relating to professional values of teachers. The study groups of the present study where quantitative data were collected consist of 53 academicians recruited in education faculties and carrying out valuable works in value education and 421 academicians working at education faculties, the study groups of the study where quantitative data were collected consist of 93 Science and Technology, Mathematics, Turkish Language, Social Studies and Classroom teachers working at elementary schools and 43 pre-service teachers attending the departments of Social Studies and Classroom Teacher Education at the Education Faculty of Anadolu University. The target universe established to the extent to which the teachers possess professional values is made up of totally 96,966 Science and Technology, Mathematics, Social Sciences, Turkish Language and Classroom teachers working at the elementary schools in Turkey and the sampling consists of 383 teachers assumed to represent the target population and selected though Stratified Sampling Method based on city and branch variables. In the present study ?The Questionnaire of the Values to be Possessed by Teachers-1 and 2? and ?The Scale of Teacher Professional Values? (STPV) developed by the researcher were used to collect quantitative data, and ?Composition Form to Determine the Professional Values of Teachers? and ?Questionnaire to Determine the Colleagues' Opinions about the Professional Values of Teachers? were used to collect quantitative data. The data collected through ?The Questionnaire of the Values to be Possessed by Teachers-1 and 2? developed to determine the professional values of the teachers were analyzed through descriptive statistical techniques. Within the framework of reliability works of STPV developed to determine the extent to which the teachers possess the values of teaching profession, first explanatory factor analysis was conducted to determine the construct validity, and then works to determine the similar scales reliability were carried out and finally confirmatory factor analysis was performed to test whether the scale developed had been justified as a model. In order to test the reliability of STPV, internal consistency coefficient, item-total correlation, difference of lower-upper group means and split-half procedure test were employed. The responses of the teachers given to STPV were analyzed by using descriptive statistical techniques to determine the extent to which they possess professional values. The comparison of the extent to which the teachers possess professional values according to some variables was made through independent samples t-test, one-way variance analysis and Kruskall Wallis H Test. The qualitative data were analyzed through content analysis method.When the data concerning the determination of the professional values of the teaching profession were analyzed, it was concluded that the following values are regarded as the professional values of the teachers by the academicians: ?Being open to learning?, ?Having principles?, ?Being respectful to differences?, ?Being responsible?, ?Scientific thinking?, ?Being inquisitive?, ?Being sensitive to cultural and historical heritage?, ?Being against violence?, ?Having citizen consciousness?, ?Being open to criticism?, ?Attaching importance to national language?, ?Being innovative?, ?Being committed to the profession?, ?Being tolerant?, ?Being respectful to rules?, ?Being in favor of equality and justice?, ?Being honest?, ?Supporting the freedom of thinking and expressing opinions?, ?Being sensitive to environment?, ?Keeping up with the times?, ?Being open to cooperation?, ?Being committed to the principles of Atatürk?, ?Being patient?, ?Being intellectual?, ?Being humanist?, ?Being sensitive to national symbols?, ?Being open-minded?, ?Being productive?, ?Being rational?, ?Having aesthetic taste?, ?Being consistent?, ?Supporting the freedom of religion and conscience?, ?Being patriotic?, ?Believing in the superiority of law?, ?Being democratic?, ?Having kindness?, ?Being reconciliatory?, ?Having self-respect?, ?Being sharing?, ?Having forgiveness?, ?Being sensitive to traditions and customs?, ?Being skeptic?, ?Being participatory?, ?Being helpful?.On the other hand, it was concluded that the following values are regarded as the professional values of the teachers by the teachers and pre-service teachers: ?Being open to development and innovations?, ?Loving humans-students?, ?Being impartial-just?, ?Taking societal responsibility?, ?Being open to cooperation?, ?Being open-minded?, ?Being patient?, ?Being against violence?, ?Being tolerant?, ?Being honest?, ?Being consistent?, ?Having self-confidence?, ?Being democratic?, ?Being creative?, ?Being strong minded?, ?Having empathy?, ?Being inquisitive?, ?Having conscience?, ?Being self-sacrificing?, ?Being a leader?, ?Being respectful?, ?Being idealist?, ?Being patriotic?, ?Attaching importance to cultural values?, ?Using Turkish effectively?, ?Being committed to the principles of Atatürk?, ?Having the sense of belongingness?, ?Being curious?, ?Having principles?, ?Being enterprising?, ?Being obedient?, ?Being hopeful?, ?Being happy?, ?Being productive?, ?Being humble?, ?Attaching importance to the flag?.The factor analysis of the scale used to determine the extent to which the teachers possess professional values revealed four-dimensional structure ?Being respective to differences, Having individual and societal responsibility, Being against violence, and Being open to cooperation?. This four-dimensional structure consists of 24 items and explains 47.57% of the variance. The internal consistency coefficient of the scale was found to be 0.82. Moreover, the results of confirmatory factor analysis confirmed this four-dimensional structure.It was found that the teachers view themselves highly sufficient in terms of having professional values for each dimension of STPV; yet, the dimension in which the teachers view themselves the least adequate is ?Being against violence?, and the dimension in which they view themselves the most adequate is ?Being respectful to differences?.When the teachers' possession levels of professional values were compared in terms of gender, significant difference favoring the females was found for the sub-dimension of ?Being open to cooperation?; yet, the scores taken from other sub-dimensions and STPV do not significantly vary depending on gender. When the teachers' possession levels of professional values were compared according to the branch, it was found that there is no significant difference for the scores taken from the sub-dimensions of ?Individual and Societal sensitivity? and ?Being against violence? based on the branch; yet, there scores taken from the sub-dimensions ?Individual and societal sensitivity? and ?Being open to cooperation? and total scores taken from STPV vary significantly depending on the branch variable.When the teachers' possession levels of professional values were compared according to education level, school graduated from and marital status, it was found that there is no significant difference among the scores taken by the teachers from any sub-dimension and the whole of the scale stemming from any of these three variables. When they were compared according to length of professional career, it was found that there is no significant difference among the scores taken from the sub-dimensions ?Being respectful to differences? and ?Being open to cooperation? and total scores taken from STPV; yet, the scores taken from the sub-dimensions ?Individual and societal sensitivity? and ?Being against violence? vary significantly depending on the length of professional career.When the teachers' opinions about their colleagues' possessing the values of ?Being against violence, Being respectful to differences, Avoiding discrimination, Taking societal responsibility, and Being open to cooperation? were analyzed, it was found that they think high majority of their colleagues have the values indicated in these four dimensions. The teachers thinking that their colleagues do not have the value ?Being against violence? stated that this is because of some personal factors such as being unhappy, having stressful disposition, not being reconciled with themselves, having financial problems. The teachers thinking that their colleagues do not have the value ?Taking societal responsibility? stated that this is because of personal problems and primarily financial problems. The teachers thinking that their colleagues do not have the value ?Being open to cooperation? stated that this may be because of the fact that their colleagues have personal problems, personal ambitions, introvert personality and not willing to learn new things from other people.

Özet (Çeviri)

In the present study, the purpose is to determine the professional values of the teaching profession, develop a reliable and valid evaluation instrument to investigate the presence or absence of these values in elementary school teachers and determine the conditions of teachers having in terms of these values.The study employed mixed methods which use qualitative and quantitative methods related to the same concept together. For each sub-purpose of the study, mixed method designs, ?Concurrent Transformative Design?, ?Sequential Exploratory Design?, ?Sequential Exploratory Design? and ?Concurrent Triangulation Design? were used separately and in the given order. Within the context of the present study, four different study groups were formed to determine the conceptual framework relating to professional values of teachers. The study groups of the present study where quantitative data were collected consist of 53 academicians recruited in education faculties and carrying out valuable works in value education and 421 academicians working at education faculties, the study groups of the study where quantitative data were collected consist of 93 Science and Technology, Mathematics, Turkish Language, Social Studies and Classroom teachers working at elementary schools and 43 pre-service teachers attending the departments of Social Studies and Classroom Teacher Education at the Education Faculty of Anadolu University. The target universe established to the extent to which the teachers possess professional values is made up of totally 96,966 Science and Technology, Mathematics, Social Sciences, Turkish Language and Classroom teachers working at the elementary schools in Turkey and the sampling consists of 383 teachers assumed to represent the target population and selected though Stratified Sampling Method based on city and branch variables. In the present study ?The Questionnaire of the Values to be Possessed by Teachers-1 and 2? and ?The Scale of Teacher Professional Values? (STPV) developed by the researcher were used to collect quantitative data, and ?Composition Form to Determine the Professional Values of Teachers? and ?Questionnaire to Determine the Colleagues? Opinions about the Professional Values of Teachers? were used to collect quantitative data. The data collected through ?The Questionnaire of the Values to be Possessed by Teachers-1 and 2? developed to determine the professional values of the teachers were analyzed through descriptive statistical techniques. Within the framework of reliability works of STPV developed to determine the extent to which the teachers possess the values of teaching profession, first explanatory factor analysis was conducted to determine the construct validity, and then works to determine the similar scales reliability were carried out and finally confirmatory factor analysis was performed to test whether the scale developed had been justified as a model. In order to test the reliability of STPV, internal consistency coefficient, item-total correlation, difference of lower-upper group means and split-half procedure test were employed. The responses of the teachers given to STPV were analyzed by using descriptive statistical techniques to determine the extent to which they possess professional values. The comparison of the extent to which the teachers possess professional values according to some variables was made through independent samples t-test, one-way variance analysis and Kruskall Wallis H Test. The qualitative data were analyzed through content analysis method.When the data concerning the determination of the professional values of the teaching profession were analyzed, it was concluded that the following values are regarded as the professional values of the teachers by the academicians: ?Being open to learning?, ?Having principles?, ?Being respectful to differences?, ?Being responsible?, ?Scientific thinking?, ?Being inquisitive?, ?Being sensitive to cultural and historical heritage?, ?Being against violence?, ?Having citizen consciousness?, ?Being open to criticism?, ?Attaching importance to national language?, ?Being innovative?, ?Being committed to the profession?, ?Being tolerant?, ?Being respectful to rules?, ?Being in favor of equality and justice?, ?Being honest?, ?Supporting the freedom of thinking and expressing opinions?, ?Being sensitive to environment?, ?Keeping up with the times?, ?Being open to cooperation?, ?Being committed to the principles of Atatürk?, ?Being patient?, ?Being intellectual?, ?Being humanist?, ?Being sensitive to national symbols?, ?Being open-minded?, ?Being productive?, ?Being rational?, ?Having aesthetic taste?, ?Being consistent?, ?Supporting the freedom of religion and conscience?, ?Being patriotic?, ?Believing in the superiority of law?, ?Being democratic?, ?Having kindness?, ?Being reconciliatory?, ?Having self-respect?, ?Being sharing?, ?Having forgiveness?, ?Being sensitive to traditions and customs?, ?Being skeptic?, ?Being participatory?, ?Being helpful?.On the other hand, it was concluded that the following values are regarded as the professional values of the teachers by the teachers and pre-service teachers: ?Being open to development and innovations?, ?Loving humans-students?, ?Being impartial-just?, ?Taking societal responsibility?, ?Being open to cooperation?, ?Being open-minded?, ?Being patient?, ?Being against violence?, ?Being tolerant?, ?Being honest?, ?Being consistent?, ?Having self-confidence?, ?Being democratic?, ?Being creative?, ?Being strong minded?, ?Having empathy?, ?Being inquisitive?, ?Having conscience?, ?Being self-sacrificing?, ?Being a leader?, ?Being respectful?, ?Being idealist?, ?Being patriotic?, ?Attaching importance to cultural values?, ?Using Turkish effectively?, ?Being committed to the principles of Atatürk?, ?Having the sense of belongingness?, ?Being curious?, ?Having principles?, ?Being enterprising?, ?Being obedient?, ?Being hopeful?, ?Being happy?, ?Being productive?, ?Being humble?, ?Attaching importance to the flag?.The factor analysis of the scale used to determine the extent to which the teachers possess professional values revealed four-dimensional structure ?Being respective to differences, Having individual and societal responsibility, Being against violence, and Being open to cooperation?. This four-dimensional structure consists of 24 items and explains 47.57% of the variance. The internal consistency coefficient of the scale was found to be 0.82. Moreover, the results of confirmatory factor analysis confirmed this four-dimensional structure.It was found that the teachers view themselves highly sufficient in terms of having professional values for each dimension of STPV; yet, the dimension in which the teachers view themselves the least adequate is ?Being against violence?, and the dimension in which they view themselves the most adequate is ?Being respectful to differences?.When the teachers? possession levels of professional values were compared in terms of gender, significant difference favoring the females was found for the sub-dimension of ?Being open to cooperation?; yet, the scores taken from other sub-dimensions and STPV do not significantly vary depending on gender. When the teachers? possession levels of professional values were compared according to the branch, it was found that there is no significant difference for the scores taken from the sub-dimensions of ?Individual and Societal sensitivity? and ?Being against violence? based on the branch; yet, there scores taken from the sub-dimensions ?Individual and societal sensitivity? and ?Being open to cooperation? and total scores taken from STPV vary significantly depending on the branch variable.When the teachers? possession levels of professional values were compared according to education level, school graduated from and marital status, it was found that there is no significant difference among the scores taken by the teachers from any sub-dimension and the whole of the scale stemming from any of these three variables. When they were compared according to length of professional career, it was found that there is no significant difference among the scores taken from the sub-dimensions ?Being respectful to differences? and ?Being open to cooperation? and total scores taken from STPV; yet, the scores taken from the sub-dimensions ?Individual and societal sensitivity? and ?Being against violence? vary significantly depending on the length of professional career.When the teachers? opinions about their colleagues? possessing the values of ?Being against violence, Being respectful to differences, Avoiding discrimination, Taking societal responsibility, and Being open to cooperation? were analyzed, it was found that they think high majority of their colleagues have the values indicated in these four dimensions. The teachers thinking that their colleagues do not have the value ?Being against violence? stated that this is because of some personal factors such as being unhappy, having stressful disposition, not being reconciled with themselves, having financial problems. The teachers thinking that their colleagues do not have the value ?Taking societal responsibility? stated that this is because of personal problems and primarily financial problems. The teachers thinking that their colleagues do not have the value ?Being open to cooperation? stated that this may be because of the fact that their colleagues have personal problems, personal ambitions, introvert personality and not willing to learn new things from other people.

Benzer Tezler

  1. Tez No

    298570

    Yaratıcı liderlik ölçeğinin geliştirilmesi ve okul öncesi yönetici ve öğretmenlerinin yaratıcı liderlik özelliklerinin incelenmesi

    Development of creative leadership questionnaire and analysis of creative leadership properties of managers and teachers working at pre-school education institutions

    BANU DİKMEN ADA

    Doktora

    Türkçe

    Türkçe

    2012

    Eğitim ve ÖğretimMarmara Üniversitesi

    İlköğretim Ana Bilim Dalı

    DOÇ. DR. RENGİN ZEMBAT

  2. Tez No

    550255

    İlköğretim öğretmenlerinin teknolojik pedagojik alan bilgileri (TPAB) ile öğretim teknolojilerine yönelik tutumları arasındaki ilişki (Akyazı örneği)

    The relationship between primary school teachers' technological pedagogical content knowledge (TPACK) and attitudes towards instructional technologies of (Akyazi case)

    MERAL KILIÇKESER

    Yüksek Lisans

    Türkçe

    Türkçe

    2019

    Eğitim ve ÖğretimBolu Abant İzzet Baysal Üniversitesi

    Eğitim Bilimleri Ana Bilim Dalı

    PROF. DR. RAŞİT ÖZEN

  3. Tez No

    226262

    İlköğretim okullarında görev yapan öğretmenlerinin bilgisayar destekli eğitime ilişkin tutumları ve bilgisayarın öğrenci başarısı üzerindeki rolünün değerlendirilmesi

    The attitudes of elementary school teachers about education with computer supported and the influence of computer on student?s succes

    SÜLEYMAN DENİZ

    Yüksek Lisans

    Türkçe

    Türkçe

    2008

    Eğitim ve ÖğretimYeditepe Üniversitesi

    Eğitim Yönetimi ve Denetimi Ana Bilim Dalı

    YRD. DOÇ. DR. AHMET ŞİRİN

  4. Tez No

    297983

    İlköğretim II. kademe müzik dersi öğretim programının kazanımlar boyutunun müzik öğretmeni görüşlerine göre değerlendirilmesi

    Evaluation of the educational attainments aspect of primary school second grade music lessons according to music teachers

    HÜSEYİN TANSU KIRCIOĞLU

    Yüksek Lisans

    Türkçe

    Türkçe

    2011

    Eğitim ve ÖğretimÇanakkale Onsekiz Mart Üniversitesi

    Eğitim Bilimleri Ana Bilim Dalı

    YRD. DOÇ. DR. GÜRKAN ERGEN

  5. Tez No

    286851

    Müzik öğretmenliği programında alınan piyano eğitiminin müzik öğretmeninin mesleki yaşamına katkısı

    The contribution of piano training which is studied in the program of musicial education to the professionel teaching life of the music teacher

    SEDA ÖZTÜRK

    Yüksek Lisans

    Türkçe

    Türkçe

    2011

    Müzikİnönü Üniversitesi

    Güzel Sanatlar Eğitimi Ana Bilim Dalı

    PROF. DR. TURAN SAĞER

Geri Dön