Öğretmen-çocuk ilişkisinin öğretmene ilişkin faktörler açısından incelenmesi
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Tarih
2020
Yazarlar
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma okul öncesi dönemde öğretmen-çocuk ilişkisinin öğretmene ilişkin faktörler açısından incelenmesi amacıyla yürütülmüştür. Araştırmada ilişkisel tarama modeli kullanılmış ve örneklemi Kayseri ilinde görev yapan 201 öğretmen oluşturmuştur. Örneklem grubu tabakalı örnekleme ve rastgele örnekleme yöntemi ile seçilmiştir. Veriler Kişisel Bilgi Formu, Maslach Tükenmişlik Envanteri, Barnett Çocuk Sevme Ölçeği, Beck Depresyon Envanteri, Öz Yeterlik İnançları Ölçeği kullanılarak toplanmıştır. Verilerin analizine non parametrik testlerden Mann Whitney U testi, Kruskal Wallis, Kolmogorov Smirnov ve ANOVA kullanılmıştır. Araştırmanın sonucunda öğretmenlerin depresyon durumlarının çocuklarla kurduğu ilişkiyi etkilediği sonucuna ulaşılmıştır. Öğretmene bağlı demografik değişkenlerden yaş, sahip olunan çocuk sayısı, sınıf mevcudu, yıl içinde yaptığı devamsızlık, mesleki deneyim, veli ile kurulan ilişki ve idareci ile ilişkinin öğretmen çocuk ilişkisi üzerinde anlamlı bir fark yaratmadığı görülmüştür. Öğretmenin çocuk sevme durumu ile öğretmen çocuk ilişkisi çatışma ve bağımlılık alt boyutları arasına anlamlı bir ilişki bulunmuştur. Öğretmenin tükenmişlik ve öz yeterlik inançları ile öğretmen çocuk ilişkisi arasında anlamlı bir ilişki bulunamamıştır. Öğretmenin depresyon durumu ile öğretmen çocuk ilişkisi yakınlık alt boyutu arasında negatif yönlü anlamlı bir ilişki bulunmuştur. Bu sonuçlar ilgili alan yazın ışığında tartışılarak çeşitli öneriler sunulmuştur.
In this study was carried out to examine teacher-child relationship in terms of variables related to teachers in preschool period. Relational screening model was used in the research and the sample was composed of 201 teachers working in Kayseri province. The sample group was selected by stratified sampling and random sampling method. Data were collected using Personal Information Form, Maslach Burnout Inventory, Barnett Child Loving Scale, Beck Depression Inventory, Self-Efficacy Beliefs Scale. Mann Whitney U test, Kruskal Wallis, Kolmogorov Smirnov and ANOVA, which are non-parametric tests, were used for data analysis. As a result of the research, it was concluded that teachers' depression states affect the relationship they establish with children. It was observed that the demographic variables related to the teacher, age, number of children owned, class size, absenteeism during the year, professional experience, the relationship established with the parent and the relationship with the manager did not make a significant difference on the teacher-child relationship. There was a significant relationship between teacher-child-loving status and teacher-child relationship, conflict and addiction sub-dimensions. No significant relationship was found between teacher burnout and self-efficacy beliefs and teacher-child relationship. A negative correlation was found between the depression status of the teacher and the relationship between the teacher and child relationship. These results are discussed in the light of the relevant literature and various suggestions are presented.
In this study was carried out to examine teacher-child relationship in terms of variables related to teachers in preschool period. Relational screening model was used in the research and the sample was composed of 201 teachers working in Kayseri province. The sample group was selected by stratified sampling and random sampling method. Data were collected using Personal Information Form, Maslach Burnout Inventory, Barnett Child Loving Scale, Beck Depression Inventory, Self-Efficacy Beliefs Scale. Mann Whitney U test, Kruskal Wallis, Kolmogorov Smirnov and ANOVA, which are non-parametric tests, were used for data analysis. As a result of the research, it was concluded that teachers' depression states affect the relationship they establish with children. It was observed that the demographic variables related to the teacher, age, number of children owned, class size, absenteeism during the year, professional experience, the relationship established with the parent and the relationship with the manager did not make a significant difference on the teacher-child relationship. There was a significant relationship between teacher-child-loving status and teacher-child relationship, conflict and addiction sub-dimensions. No significant relationship was found between teacher burnout and self-efficacy beliefs and teacher-child relationship. A negative correlation was found between the depression status of the teacher and the relationship between the teacher and child relationship. These results are discussed in the light of the relevant literature and various suggestions are presented.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
