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İlköğretim Fen ve Teknoloji, Matematik Öğretmenlerinin Eğitime ve Sınıf Yönetimine İlişkin İnançları Arasındaki İlişki

Primary School Science and Mathematic Teachers' Beliefs in terms of the Relationship between Education and Classroom Management

Journal Name:

  • Pegem Eğitim ve Öğretim Dergisi

Publication Year:

  • 2011

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Abstract (2. Language): 
The purpose of this study was to determine if there were a significant relationship between teachers' beliefs related to education and classroom management. For this purpose Educational Beliefs Inventory which was developed by Okut (2009), Attitudes and Beliefs on Classroom Control Inventory which was developed by Martin, Yin and Baldwin (1998) and adapted to Turkish by Savran (2002) were used to gather data. Inventories were administered to 289 teachers. (126 Science teachers, 163 mathematics teachers). Data were analyzed by utilizing descriptive statistics, Chi-Square Test, One-Way Anova Test, t-test, Pearson Product-Moment Correlation Coefficient and Kruskal Wallis H-Test. Results revealed that 10 % of teachers were classified as transmissive, 37 % of teachers were classified as eclectic and 53 % of teachers appeared to have progressive educational beliefs. Teachers had interventionist beliefs on the Instructional Management subscale, whereas they had non-interventionist beliefs on the People Management subscale. Significant relationship was found between teachers' beliefs related to education and classroom management. Teachers who were interventionist also tended to be transmissive. Similarly teachers who were non-interventionist also tended to be progressive.
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Abstract (Original Language): 
Bu araştırma ilköğretim okullarında görevli fen ve teknoloji, matematik öğretmenlerinin eğitime ve sınıf yönetimine ilişkin inançları arasında bir ilişki olup olmadığını belirlemek üzere yapılmıştır. Bu amaçla veri toplama araçları olarak Okut (2009) tarafından geliştirilen "Eğitime İlişkin İnanç Ölçeği" ve Martin, Yin ve Baldwin (1998) tarafından geliştirilen, Türkçeye uyarlaması Savran (2002) tarafından yapılan "Sınıf Yönetimine Yönelik Tutum ve İnanç Ölçeği" kullanılmıştır. Ölçek, ilköğretim okullarında görevli 289 öğretmene (126 fen teknoloji öğretmeni, 163 matematik öğretmeni) uygulanmıştır. Elde edilen verilerin analizinde betimsel istatistik, Kay-Kare Testi, Tek Yönlü Varyans Analizi (ANOVA) Testi, t-testi, Pearson Momentler Çarpım Korelasyon Testi, Kruskal Wallis H- Testi kullanılmıştır. Araştırma sonuçları öğretmenlerin % 10'unun aktarmacı, % 37'sinin eklektik, % 53'ünün ilerlemeci inancı benimsediklerini göstermiştir. Ayrıca öğretmenlerin, sınıf yönetiminin öğretimin yönetimi alt boyutunda müdahaleci inanca, insanın yönetimi alt boyutunda ise müdahaleci olmayan inanca sahip oldukları bulunmuştur. Öğretmenlerin eğitime ve sınıf yönetimine yönelik inançları arasında anlamlı bir ilişki vardır. Müdahaleci inanca sahip öğretmenlerin aktarmacılığa, müdahaleci olmayan öğretmenlerin ise ilerlemeciliğe eğilimli oldukları bulunmuştur.
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  • 4
39-51
  • Turkish

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