Ortaokul Öğretmenlerinin Etkili Öğretmen Özellikleri ile Öğretmenlik Mesleğini Seçme Nedenleri Üzerine Bir Araştırma
Tez Türü: Doktora
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Enstitüsü, Türkiye
Tez Danışmanı: Prof. Dr. Melek Çakmak
Tezin Onay Tarihi: 2019
Tezin Dili: Türkçe
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Özet:
In this study it is aimed that the concept of “effective teacher”, which is the topic of diverse studies, be analyzed within the perspective of secondary school teachers, students, teacher candidates and field experts; determine characteristics of effective teachers, develop a measurement tool assessing the effective characteristics for secondary school (middleschool) teachers, conduct the scale and share its results in turn. On the other hand, the relationship between the views of secondary school (middle-school) teachers on effective teacher and their choosing teaching as a profession is analyzed. The study is devised as a mixed research design. As required by exploratory mixed method research, at first, qualitative data collection and analysis, then, quantitative data collection and analysis methods are implemented. The concept of effective teacher is investigated with the state held in the literature. The opinions of teachers, students, teacher candidates and field experts on effective teacher are examined. During this examination, the data is collected via open-ended questions, workshop and brain storming. Delphi process was completed with the data collected from 139 middle-school teachers of different branches, 402 students of 5th, 6th, 7th, 8th grades, 207 teacher candidates studying at different departments at three different state universities, 14 experts conducting academic studies on effective teacher and having participated in the workshop. The exploratory factor analysis during Effective Teacher Characteristics Inventory was conducted with the data collected from 421 teachers working at middle schools while the confirmatory factor analysis was done with 403 teachers. The process of correlate modeling the opinions of teachers on having characteristics of effective teacher and the reason for choosing teaching as a profession was conducted with the data collected from 321 teachers of different branches working at middle schools. In the analysis of the data, “content analysis”, “mean”, “standard deviation”, “Pearson’s Correlation Coefficient”, “multiple linear regression analysis” were applied. According to the results, it was revealed that teacher characteristics determined via the opinions of teachers, students, teacher candidates and field experts and those in the literature were similiar to a great extent. “Effective Teacher Characteristics Inventory” is inventory enabling collecting valid and reliable data with four independent scales in its scope. In the field knowledge, teachers find themselves competent especially at benefiting from diverse resources while explaining a subject, detailing information about the subject and answering the questions that require extra knowledge. In the teaching skills, teachers find themselves competent especially at method diversity at assessment, applying reinforcement at a proper frequency and type, paying attention to individual differences of the students, motivating students for the lesson, creating a democratic environment in the classroom and making repetitions for the subjects that are not well understood. Teachers, within personal characteristics scope, have high perception of respecting students, behaving them justly, being sincere towards them and fulfilling their responsibilities. Teachers give importance to professional development and find themselves effective at this issue. Teaching’s being meaningful, the desire to help students, teaching’ being suitable for personality and providing the chance of having holiday are of most important reasons for it to be chosen. Being competent at field knowledge, teaching skills, personal characteristics, professional development, altruist reasons to choose the job, reasons for being affected are in positive relationship. Teachers increasing their competence at field knowledge, having positive personal characteristics, and giving importance to professional development increase their teaching skills. Yet, the reasons for choosing the job do not have any influence on teachers teaching skills.