Tercih edilen ders denetim modelinin öğretmenlerin ve yöneticilerin benimsedikleri eğitim felsefelerine ve mesleki değişkenlere göre incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı; öğretmenlerin ve yöneticilerin tercih ettikleri ders denetim modeliyle benimsedikleri eğitim felsefeleri ve mesleki değişkenler arasındaki ilişkiyi saptamaktır. Nicel, ilişkisel tarama modelinde bir araştırmadır. Araştırmanın evreni, Aydın'ın Söke ilçesindeki beş anaokulu, 31 ilkokul, 28 ortaokul ve 13 liseyi kapsamaktadır. Çalışmada basit, tesadüfü örnekleme yöntemi kullanılmıştır. Çalışma evreni dört anaokulu, 23 ilkokul, 25 ortaokul ve dokuz liseden oluşmaktadır. Açımlayıcı Faktör Analizi için yapılan birinci uygulamada bu okullardaki 71 öğretmen ve 82 yönetici; Doğrulayıcı Faktör Analizi için yapılan ikinci uygulamada ise yine aynı okullardaki 230 öğretmen ve 36 yönetici çalışmaya gönüllü olarak katılmışlardır. Veri toplama araçları olarak araştırmacılar tarafından geliştirilen "Tonbul & Bozkurt Ders Denetim Modelleri Ölçeği (T&B DDMÖ)" ve "Tonbul & Bozkurt Eğitim Felsefeleri Ölçeği (T&B EFÖ)" kullanılmıştır. Ölçek formlarının girişinde kişisel ve mesleki bilgilere yer verilmiştir. T&B DDMÖ'nün devamında öğretmenlerin ve yöneticilerin tercih ettikleri ders denetim modelini tespit etmek, ayrıca bunların, benimsenen eğitim felsefeleri ve mesleki değişkenlerle olan ilişkilerini incelemek için altı alt ölçekten oluşan 34 madde bulunmaktadır. T&B EFÖ'nün devamında ise öğretmenlerin ve yöneticilerin benimsedikleri eğitim felsefelerini tespit etmek için beş alt ölçekten oluşan 30 madde bulunmaktadır. Alt ölçekler T&B DDMÖ'de; Bilimsel Denetim Modeli, Öğretimsel Denetim Modeli, Gelişimsel Denetim Modeli, Sanatsal Denetim Modeli, Klinik Denetim Modeli ve Farklılaştırılmış Denetim Modeli başlıklarından oluşurken, T&B EFÖ'de; Daimici Eğitim Felsefesi, Esasici Eğitim Felsefesi, İlerlemeci Eğitim Felsefesi, Yeniden Kurmacı Eğitim Felsefesi ve Varoluşçu Eğitim Felsefesi başlıklarından oluşmaktadır. Ölçeklerin oluşumunda test bataryası yöntemi kullanılmıştır. T&B DDMÖ'de test bataryasını oluşturan altı alt ölçek, Gelişimsel DM ve Öğretimsel DM başlıklarında beşer; Bilimsel DM, Sanatsal DM, Klinik DM ve Farklılaştırılmış DM başlıklarında altışar madde içermektedir. T&B EFÖ'de test bataryasını oluşturan beş alt ölçek, Daimici EF'de beş; Esasici EF, Yeniden Kurmacı EF ve Varoluşçu EF'de altışar, İlerlemeci EF'de yedi madde içermektedir. Güvenirlik analizleri için Cronbach's ? ve McDonald's ? kategorileri kullanılmıştır. Buna göre her iki ölçeğin tüm alt ölçekleri yüksek derecede güvenilirdir. Güvenilirlik analizlerinden sonra geçerlilik analizlerine geçilmiştir. Her iki ölçekteki maddelerin AFA ve DFA'da aldıkları faktör yükleri karşılaştırılmış, tümü istenen değerler arasında bulunmuştur. Ayrıca model uyum iyiliği değerleri de her iki ölçeğin tüm alt ölçeklerinde istenen değerlerdedir. Sonuç olarak T&B DDMÖ ve T&B EFÖ'nün tüm alt ölçeklerinin geçerli ve yüksek derecede güvenilir olduğu tespit edilmiştir. Ölçeklerden elde edilen veriler üzerinden birinci ve ikinci alt problemlerde aritmetik ortalamalar alınmış; diğerlerinde ise Pearson Korelasyon Analizi, Spearman Korelasyon Analizi, Basit (İkili) Korelasyon Analizi, Bağımsız Örneklem t Testi, Mann Whitney U Testi, ANOVA, Kruskal Wallis H Testi, Post Hoc (LSD, Scheffe) Testleri, Mann Whitney U Çoklu Karşılaştırma Testi uygulanmıştır. Yapılan analizler sonucunda en düşük düzeyde tercih edilen ders denetim modelinin Bilimsel DM, en düşük düzeyde benimsenen eğitim felsefesinin Daimici EF olduğu bulunmuştur. Diğer ders denetim modellerinin ve eğitim felsefelerinin aritmetik ortalamaları birbirine çok yakındır. Bilimsel DM'yi tercih eden öğretmen ve yöneticiler ağırlıklı olarak Daimici EF'yi benimsemişlerdir. Bununla birlikte çağdaş ders denetim modellerini benimseyen öğretmen ve yöneticiler çeşitli biçim ve oranlarda çağdaş eğitim felsefelerini benimsemişlerdir. Mesleki ve demografik özellikler yöneticilerin herhangi bir ders denetim modelini terih etmesini etkilemezken, cinsiyet değişkeni dışındakiler öğretmenlerin tercihlerini çeşitli şekillerde etkilemektedir. Bu sonuçlardan faydalanılarak son bölümde önerilerde bulunulmuştur.
The aim of the research is to determine the relationship between the educational philosophies adopted by teachers and administrators with their preferred course supervision model and professional variables. It is a research in quantitative, relational survey model. The population of the research includes five kindergartens, 31 elementary schools, 28 middle schools and 13 high schools in the Söke district of Aydın. A simple, random sampling method was used in the study. The study population consists of four kindergartens, 23 elementary schools, 25 middle schools and nine high schools. In the first application for Exploratory Factor Analysis, 71 teachers and 82 administrators in these schools; In the second application for Confirmatory Factor Analysis, 230 teachers and 36 administrators in the same schools participated voluntarily in the study. The "Tonbul & Bozkurt Course Supervision Models Scale" and the "Tonbul & Bozkurt Educational Philosophies Scale" developed by the researchers were used as data collection tools. Personal and professional information were included in the introduction of the scale forms. In the continuation of the Tonbul & Bozkurt Course Supervision Models Scale, there are 34 items consisting of six subscales to determine the preferred course supervision model of teachers and administrators, as well as to examine their relationships with the adopted educational philosophies and occupational variables. In the continuation of the Tonbul & Bozkurt Educational Philosophies Scale, there are 30 items consisting of five subscales to determine the educational philosophies adopted by teachers and administrators. Subscales in Tonbul & Bozkurt Course Supervision Models Scale; While the Scientific Supervision Model consists of the titles of Instructional Supervision Model, Developmental Supervision Model, Artistic Supervision Model, Clinical Supervision Model and Differentiated Supervision Model, in Tonbul & Bozkurt Educational Philosophies Scale it consists of the titles of Perennial Educational Philosophy, Essential Educational Philosophy, Progressive Educational Philosophy, Reconstructive Educational Philosophy and Existential Educational Philosophy. The test battery method was used in the formation of the scales. The six subscales that make up the test battery in Tonbul & Bozkurt Course Supervision Models Scale contain five items in Instructional Supervision Model and Developmental Supervision Model headings; six items in Scientific Supervision Model, Artistic Supervision Model, Clinical Supervision Model and Differentiated Supervision Model headings. The five subscales that make up the test battery in Tonbul & Bozkurt Educational Philosophies Scale include five items in Perennial Educational Philosophy, six items in Essential Educational Philosophy, Reconstructive Educational Philosophy and Existential Educational Philosophy, and seven items in Progressive Educational Philosophy. Cronbach's ? and McDonald's ? categories were used for reliability analyses. Accordingly, all subscales of both scales are highly reliable. After the reliability analyses, validity analyses were carried out. The factor loads that the items in both scales received in the Exploratory Factor Analysis and Confirmatory Factor Analysis were compared, and all of them were found to be among the desired values. In addition, the goodness of fit values of the model are also at the desired values on all subscales of both scales. As a result, it has been determined that all the subscales of Tonbul & Bozkurt Course Supervision Models Scale and Tonbul & Bozkurt Educational Philosophies Scale are valid and highly reliable. Arithmetic means were taken for the first and second sub-problems based on the data obtained from the scales, and Pearson Correlation Analysis, Spearman Correlation Analysis, Simple (Binary) Correlation Analysis, Independent Sample t Test, Mann Whitney U Test, ANOVA, Kruskal Wallis H Test, Post Hoc (LSD, Scheffe) Tests, Mann Whitney U Multiple Comparison Test were applied for the other sub-problems. As a result of the analyses, it was found that the least preferred course supervision model was Scientific Supervision Model and the least adopted educational philosophy was Perennial Educational Philosophy. The arithmetic means of other course supervision models and educational philosophies were very close to each other. Teachers and administrators who prefer Scientific Supervision Model have mainly adopted Perennial Educational Philosophy. However, teachers and administrators who have adopted modern lesson supervision models have adopted modern educational philosophies in various forms and proportions. While occupational and demographic characteristics do not affect the development of any lesson supervision model by administrators, those other than gender variables affect the preferences of teachers in various ways. Taking advantage of these results, suggestions were made in the last section.
The aim of the research is to determine the relationship between the educational philosophies adopted by teachers and administrators with their preferred course supervision model and professional variables. It is a research in quantitative, relational survey model. The population of the research includes five kindergartens, 31 elementary schools, 28 middle schools and 13 high schools in the Söke district of Aydın. A simple, random sampling method was used in the study. The study population consists of four kindergartens, 23 elementary schools, 25 middle schools and nine high schools. In the first application for Exploratory Factor Analysis, 71 teachers and 82 administrators in these schools; In the second application for Confirmatory Factor Analysis, 230 teachers and 36 administrators in the same schools participated voluntarily in the study. The "Tonbul & Bozkurt Course Supervision Models Scale" and the "Tonbul & Bozkurt Educational Philosophies Scale" developed by the researchers were used as data collection tools. Personal and professional information were included in the introduction of the scale forms. In the continuation of the Tonbul & Bozkurt Course Supervision Models Scale, there are 34 items consisting of six subscales to determine the preferred course supervision model of teachers and administrators, as well as to examine their relationships with the adopted educational philosophies and occupational variables. In the continuation of the Tonbul & Bozkurt Educational Philosophies Scale, there are 30 items consisting of five subscales to determine the educational philosophies adopted by teachers and administrators. Subscales in Tonbul & Bozkurt Course Supervision Models Scale; While the Scientific Supervision Model consists of the titles of Instructional Supervision Model, Developmental Supervision Model, Artistic Supervision Model, Clinical Supervision Model and Differentiated Supervision Model, in Tonbul & Bozkurt Educational Philosophies Scale it consists of the titles of Perennial Educational Philosophy, Essential Educational Philosophy, Progressive Educational Philosophy, Reconstructive Educational Philosophy and Existential Educational Philosophy. The test battery method was used in the formation of the scales. The six subscales that make up the test battery in Tonbul & Bozkurt Course Supervision Models Scale contain five items in Instructional Supervision Model and Developmental Supervision Model headings; six items in Scientific Supervision Model, Artistic Supervision Model, Clinical Supervision Model and Differentiated Supervision Model headings. The five subscales that make up the test battery in Tonbul & Bozkurt Educational Philosophies Scale include five items in Perennial Educational Philosophy, six items in Essential Educational Philosophy, Reconstructive Educational Philosophy and Existential Educational Philosophy, and seven items in Progressive Educational Philosophy. Cronbach's ? and McDonald's ? categories were used for reliability analyses. Accordingly, all subscales of both scales are highly reliable. After the reliability analyses, validity analyses were carried out. The factor loads that the items in both scales received in the Exploratory Factor Analysis and Confirmatory Factor Analysis were compared, and all of them were found to be among the desired values. In addition, the goodness of fit values of the model are also at the desired values on all subscales of both scales. As a result, it has been determined that all the subscales of Tonbul & Bozkurt Course Supervision Models Scale and Tonbul & Bozkurt Educational Philosophies Scale are valid and highly reliable. Arithmetic means were taken for the first and second sub-problems based on the data obtained from the scales, and Pearson Correlation Analysis, Spearman Correlation Analysis, Simple (Binary) Correlation Analysis, Independent Sample t Test, Mann Whitney U Test, ANOVA, Kruskal Wallis H Test, Post Hoc (LSD, Scheffe) Tests, Mann Whitney U Multiple Comparison Test were applied for the other sub-problems. As a result of the analyses, it was found that the least preferred course supervision model was Scientific Supervision Model and the least adopted educational philosophy was Perennial Educational Philosophy. The arithmetic means of other course supervision models and educational philosophies were very close to each other. Teachers and administrators who prefer Scientific Supervision Model have mainly adopted Perennial Educational Philosophy. However, teachers and administrators who have adopted modern lesson supervision models have adopted modern educational philosophies in various forms and proportions. While occupational and demographic characteristics do not affect the development of any lesson supervision model by administrators, those other than gender variables affect the preferences of teachers in various ways. Taking advantage of these results, suggestions were made in the last section.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
