The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction
Başlık çevirisi mevcut değil.
- Tez No: 400250
- Danışmanlar: DR. ALİCE STERLİNG HONİG
- Tez Türü: Doktora
- Konular: Aile Planlaması, Eğitim ve Öğretim, Family Planning, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2005
- Dil: İngilizce
- Üniversite: Syracuse Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Aile Danışmanlığı Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
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Özet (Çeviri)
The purpose of this study was to examine the factors that may be linked tonovice early childhood education (ECE) teachers? job satisfaction in 15 randomlyselected provinces, 44 counties and 80 early childhood education settings in Turkey. Togain a more in depth understanding of novice teachers? job satisfaction, this studyfocused on novice teachers? needs, experiences, support mechanisms, efficacy and workrelated factors such as collegial relationships, student behaviors and administrativesupport.Participant teachers complained about not having enough time, doing otherbureaucratic work not pertinent to core business of teaching, and not being givenopportunities to grow professionally. Teachers also expressed disappointment over notgetting adequate mentoring and professional support in the process of adjusting to theirprofession. Although many novice teachers felt that they were isolated professionally,this was not the case for their social interactions within the school. A majority of noviceECE teachers reported that their schools and colleagues welcomed and extended theneeded informal social support to them.In spite of the inadequacy of effective mentoring and professional support, themajority of Turkish ECE teachers were committed to the field of early childhoodeducation and reported high levels of job satisfaction. In this study, the relationships(relationships with the principal/administration, colleagues, and students) proved to bethe most important aspects of and most relevant variables to the concept of teacher jobsatisfaction. Teacher job satisfaction was more influenced by teachers? relationshipswith people than it was by their needs, experiences, or efficacy beliefs.
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