Okul öncesi öğretmenlerinin oyun öğretimine ilişkin öz-yeterliklerinin incelenmesi (Nevşehir ili örneği)
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Tarih
2019
Yazarlar
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmada, Nevşehir merkez ilçesine bağlı olarak görev yapan okul öncesi öğretmenlerinin oyun öğretimine ilişkin öz-yeterliklerinin incelenmesi amaçlanmıştır. Araştırmanın amacı okul öncesi öğretmenlerinin oyun öğretimini planlama, uygulama, değerlendirme ve mesleki alt boyutlara ilişkin öz-yeterliklerini incelemektir. Çalışmada ayrıca ankete katılan okul öncesi öğretmenlerinin; cinsiyet, yaş, öğrenim durumu, kadro durumu, kıdem yılı, görev yaptığı kurum, çalıştığı çocuk yaş grubu, görev yaptığı yerleşim yeri, sınıf mevcudu, yardımcı personeli olup olmaması değişkenlerine göre, oyun öğretimindeki öz-yeterlikleri incelenmiştir. Okul öncesi öğretmenlerinin oyun öğretimine ilişkin öz-yeterliklerinin incelenmesi için yapılan bu çalışmada betimsel tarama modeli kullanılmıştır. Çalışma gurubunu; 2016- 2017 yılında Nevşehir merkez ilçesine bağlı olarak görev yapan okul öncesi öğretmenleri oluşturmaktadır. Araştırmaya, Nevşehir merkez Milli Eğitim Müdürlüğü’ne bağlı bağımsız anaokulları ile ilkokula, ortaokula ve liselere bağlı anasınıflarında çalışan 105 okul öncesi öğretmeni katılmıştır. Veri toplama aracı olarak; öğretmenlerin öz-yeterlik düzeylerini incelemek için araştırmacı tarafından geliştirilen ‘Kişisel Bilgi Formu’ ve Kadim (2012) tarafından geliştirilmiş ‘Okul Öncesi Dönemde Oyun Öğretimi Öz-yeterlik Anketi’ kullanılmıştır. Analizlerde, değişkenlerin normallik dağılımlarına bakıldıktan sonra; normal dağılım gösteren değişkenler için betimsel istatistiklerin yanında bağımsız gruplarda aritmetik ortalamalar arası farka ait t-testi, tek yönlü varyans analizi (Anova) ve çoklu karşılaştırma testlerinden Schaffe gibi çıkarımsal istatistikler ile normal dağılım göstermeyen değişkenler için Mann-Whitney U, Kruskal Wallis ve çoklu karşılaştırma testlerinden Tamhane’s kullanılmıştır. Elde edilen verilerin çözümlenmesinde SPSS 21.0 bilgisayar tabanlı paket programından yararlanılmıştır. Araştırmaya göre; okul öncesi öğretmenlerin oyun öğretimine ilişkin öz-yeterlikleri cinsiyet değişkenine göre erkek öğretmenlerin lehine, yaş değişkenine göre 31-35 yaş aralığındaki öğretmenlerin lehine, mesleki kıdem yılı değişkenine göre 6-10 yıl arası kıdeme sahip öğretmenler lehine, kurum türü değişkenine göre bağımsız anaokulunda çalışan öğretmenlerin lehine, görev yeri değişkenine göre merkezde çalışan öğretmenlerin lehine ve yardımcı personelin olup olmaması değişkenine göre ise yardımcı personeli olan öğretmenlerin lehine anlamlı farklılık görülmüştür. Okul öncesi öğretmenlerin oyun öğretimine ilişkin öz-yeterliklerinde; öğrenim durumu, çalışılan çocuk yaş grubu, öğretmenlerin kadro durumu ve sınıf mevcudu değişkenlerine göre ise anlamlı farklılık bulunmamıştır.
In this study, it is aimed to analyze the self-efficacy of pre-school teachers affiliated to the National Education Directorate of Nevşehir Central District, regarding the teaching of game. The aim of the study is to examine the self-efficacy of preschool teachers concerning the planning, implementation, evaluation and vocational sub-dimensions. In the study, it is also aimed to examine the game teaching self-efficacy of the preschool teachers who participated in the survey; in respect to the variables of gender, age, educational background, staff status, years of seniority, the institution being worked at, the group of age being worked with, the place of the school being worked at, class size, whether having an auxiliary staff or not. In this study which is done to analyze the preschool teachers' self-efficacy in game teaching, descriptive survey model was used. The study group consists of the pre-school teachers working in Nevşehir Central District in 2016-2017 school year. 105 pre-school teachers working at pre-schools within primary schools, middle schools, high schools and independent pre-schools affiliated to the National Education Directorate of Nevşehir Central District were participated in the study. As the data collection tool; "Personal Information Questionnaire" developed by the researcher and "The Questionnaire of Game Teaching Self-Efficacy in Preschool Period" by Kadim (2012) were used to analyze the teachers' self-efficacy levels. In the analyses, after checking the normality distribution, the t-test of the difference among arithmetic means in independent groups in addition to descriptive statistics, one-way analysis of variance (Anova) and inferential statistics like Schaffe among multiple comparison tests were used for normally distributed variables. Mann- Whitney U, Kruskal Wallis and Tamhane’s among multiple comparison tests were used for non-normally distributed variables. In the process of analyzing the obtained data, SPSS 21.0 computer based packaged software was utilized. According to the study, the self-efficacy of the pre-school teachers in game teaching shows meaningfulness in favor of men in respect to the gender variable, in favor of teachers aged 31-35 in respect to the age variable, in favor of teachers who are in their first 10 years at work in respect to the seniority years, in favor of teachers working at independent pre-schools in respect to the variable of institution being worked at, in favor of teachers working at central district in respect to the variable of the working school's location and in favor of those having an auxiliary staff in respect to the variable of whether having an auxiliary staff or not. No meaningfulness could be found regarding the variables of educational background, the students group, teachers' staff status and class size in pre-school teachers' self-efficacy in game teaching.
In this study, it is aimed to analyze the self-efficacy of pre-school teachers affiliated to the National Education Directorate of Nevşehir Central District, regarding the teaching of game. The aim of the study is to examine the self-efficacy of preschool teachers concerning the planning, implementation, evaluation and vocational sub-dimensions. In the study, it is also aimed to examine the game teaching self-efficacy of the preschool teachers who participated in the survey; in respect to the variables of gender, age, educational background, staff status, years of seniority, the institution being worked at, the group of age being worked with, the place of the school being worked at, class size, whether having an auxiliary staff or not. In this study which is done to analyze the preschool teachers' self-efficacy in game teaching, descriptive survey model was used. The study group consists of the pre-school teachers working in Nevşehir Central District in 2016-2017 school year. 105 pre-school teachers working at pre-schools within primary schools, middle schools, high schools and independent pre-schools affiliated to the National Education Directorate of Nevşehir Central District were participated in the study. As the data collection tool; "Personal Information Questionnaire" developed by the researcher and "The Questionnaire of Game Teaching Self-Efficacy in Preschool Period" by Kadim (2012) were used to analyze the teachers' self-efficacy levels. In the analyses, after checking the normality distribution, the t-test of the difference among arithmetic means in independent groups in addition to descriptive statistics, one-way analysis of variance (Anova) and inferential statistics like Schaffe among multiple comparison tests were used for normally distributed variables. Mann- Whitney U, Kruskal Wallis and Tamhane’s among multiple comparison tests were used for non-normally distributed variables. In the process of analyzing the obtained data, SPSS 21.0 computer based packaged software was utilized. According to the study, the self-efficacy of the pre-school teachers in game teaching shows meaningfulness in favor of men in respect to the gender variable, in favor of teachers aged 31-35 in respect to the age variable, in favor of teachers who are in their first 10 years at work in respect to the seniority years, in favor of teachers working at independent pre-schools in respect to the variable of institution being worked at, in favor of teachers working at central district in respect to the variable of the working school's location and in favor of those having an auxiliary staff in respect to the variable of whether having an auxiliary staff or not. No meaningfulness could be found regarding the variables of educational background, the students group, teachers' staff status and class size in pre-school teachers' self-efficacy in game teaching.
Açıklama
Anahtar Kelimeler
Okul Öncesi Eğitimi, Okul Öncesi Öğretmeni, Oyun Öğretimi, Öz-yeterlik, Pre-School Education, Pre-School Teacher, Game Teaching, Self-Efficacy
