Özel eğitim öğretmenlerinin mesleki özyeterlik algılarının incelenmesi: İzmir örneği
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, özel eğitim öğretmenlerinin mesleki özyeterlik algılarının cinsiyet, yaş, mesleki deneyim, mezun olunan program, çalışılan okul türü, görev yapılan kurumdaki çalışma şekli gibi bağımsız değişkenlere göre farklılık gösterip göstermediği incelenmiştir. Ayrıca nicel araştırmada elde edilen sonuçları anlamak ve yorumlamak için, özel eğitim öğretmenlerinin mesleki özyeterlik algılarını ölçen bir ölçek de en yüksek puanı alan beş öğretmen ile en düşük puanı alan beş öğretmene yeniden yapılandırılmış görüşme soruları sorulmuş ve öğretmenlerin verdikleri cevaplar incelenmiştir. Araştırma, karma bir çalışma olarak tasarlanmıştır. Karma yöntem, hem nicel hem de nitel verilerin birlikte kullanılmasıdır (Airasian, Fraenkel, Gay, Hyun, Mills Wallen, 2012). Karma yöntemde araştırma problemi ile ilgili daha çok veri elde edilmesiyle problem durumu hem iyi anlaşılmakta hem de daha detaylı biçimde açıklanmaktadır. Araştırmaya, 2021 -2022 eğitim – öğretim yılında İzmir ili ve merkez ilçelerde, Milli Eğitim Bakanlığı'na bağlı devlet okulları olan 1. ve 2. kademe özel eğitim okullarında görev yapan 311 öğretmen katılmıştır. Araştırmada elde edilen veriler, Gerez Cantimer tarafından 2015 yılında geliştirilen ''Özel Eğitim Öğretmenlerinin Mesleki Özyeterlik Algısı Ölçeği'' kullanılarak toplanmıştır. Aynı zamanda uygulanan ölçekte en yüksek puanı alan beş öğretmen ile en düşük puan alan beş öğretmene, araştırmacı tarafından hazırlanan yeniden yapılandırılmış sorular sorularak veriler toplanmıştır. Ölçek ve görüşmelerde elde edilen veriler, yüz yüze aynı ortamda toplanmıştır. Sonuç olarak, öğretmenlerin mesleki özyeterliği, cinsiyet, yaş, mesleki deneyim, mezun olunan program, görev yapılan okul türü gibi değişkenlere göre anlamlı bir farklılık göstermemektedir. Ancak bu durumu anlamak ve anlamlandırmak için nitel verilere baktığımızda üst ve alt gruplar arasında ortaya çıkan kategoriler bağlamında bazı farklılıklar olduğu görülmektedir. Bu nedenle öğretmenlerin mesleki özyeterlik algılarını anlamak ve daha iyi yorumlamak için nicel araştırma verilerinin yanında nitel araştırma çalışmalarına daha çok ağırlık verilmelidir. Anahtar kelimeler: Öğretmen özyeterliği, Özel eğitim, Özyeterlik.
The main purpose of this study is to examine whether the professional self – efficacy perception of special education teachers differ according to independent variables such as gender, age, professional experience, their major program of study, the type of school and the working styles in the institution. Furthermore, restructured interview questions were asked to the five teachers with the highest scores and the five teachers with the lowest scores in a scale measuring the Professional self – efficacy perceptions of special education teachers and the answers given by the teachers were examined in order to understand and interpret the results obtained in the quantitative research. The research was designed as a mixed study. The mixed method is the use of both quantitative and qualitative data (Airasian, Fraenkel, Gay, Hyun, Mills Wallen, 2012). Since the mixed method allows more data to be obtained on the research problem, this helps to have a better understanding of the problem and have the problem explained in more detail. In the 2021 – 2022 academic year, 311 teachers working in the 1st and 2nd level special education schools of the Ministry of National Education within the province of Izmir and its central districts, participated in the research. The data obtained in the research were collected by using ''The Special Education Teachers' Perceptions of Professional Self – Efficacy Scale'' developed by Gerez Cantimer in 2015. The restructured questions prepared by the researcher to collect the data were asked simultaneously to the five teachers with the highest scores and the five teachers with the lowest scores. The data obtained based on the scale and the interviews were collected face to face and in the same environment. The results obtained are indicative of the fact that teachers' professional self – efficacy does not show a significant difference according to variables such as gender, age, professional experience, the major program of study and the type of school. However, when we look at the qualitative data to have a better understanding of this situation, it is seen that there are some differences in the contexts of the categories that emerged between the upper and lower groups. For this reason, in order to understand and interpret the teachers' professional self – efficacy perceptions, more emphasis should be placed on qualitative research studies alongside data obtained from quantitative research. Keywords: Self-efficacy, Special education,Teachers' self-efficacy.
The main purpose of this study is to examine whether the professional self – efficacy perception of special education teachers differ according to independent variables such as gender, age, professional experience, their major program of study, the type of school and the working styles in the institution. Furthermore, restructured interview questions were asked to the five teachers with the highest scores and the five teachers with the lowest scores in a scale measuring the Professional self – efficacy perceptions of special education teachers and the answers given by the teachers were examined in order to understand and interpret the results obtained in the quantitative research. The research was designed as a mixed study. The mixed method is the use of both quantitative and qualitative data (Airasian, Fraenkel, Gay, Hyun, Mills Wallen, 2012). Since the mixed method allows more data to be obtained on the research problem, this helps to have a better understanding of the problem and have the problem explained in more detail. In the 2021 – 2022 academic year, 311 teachers working in the 1st and 2nd level special education schools of the Ministry of National Education within the province of Izmir and its central districts, participated in the research. The data obtained in the research were collected by using ''The Special Education Teachers' Perceptions of Professional Self – Efficacy Scale'' developed by Gerez Cantimer in 2015. The restructured questions prepared by the researcher to collect the data were asked simultaneously to the five teachers with the highest scores and the five teachers with the lowest scores. The data obtained based on the scale and the interviews were collected face to face and in the same environment. The results obtained are indicative of the fact that teachers' professional self – efficacy does not show a significant difference according to variables such as gender, age, professional experience, the major program of study and the type of school. However, when we look at the qualitative data to have a better understanding of this situation, it is seen that there are some differences in the contexts of the categories that emerged between the upper and lower groups. For this reason, in order to understand and interpret the teachers' professional self – efficacy perceptions, more emphasis should be placed on qualitative research studies alongside data obtained from quantitative research. Keywords: Self-efficacy, Special education,Teachers' self-efficacy.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
