ÖĞRETMENLERİN ÖZNEL KARİYER BAŞARILARINA İLİŞKİN ALGILARI: BİR KARMA YÖNTEM ÇALIŞMASI
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, 2018-2019 eğitim ve öğretim yılında Bolu il merkezindeki okul türlerinin tümünde görev yapan öğretmenlerin öznel kariyer başarılarına ilişkin algılarını ortaya çıkarmak ve bu algıları çeşitli değişkenler açısından incelemektir. Karma yöntem desenlerinden biri olan sıralı açıklayıcı desenin kullanıldığı araştırmada nicel veriler, Öznel Kariyer Başarısı Ölçeği (Budak & Gürbüz, 2017) kullanılarak toplanılmıştır. Bolu merkez ilçedeki 94 resmî okulda görev yapan 3127 öğretmenden oluşan araştırma evreni içerisinden tesadüfî örnekleme yöntemiyle seçilen 24 resmî okulda görev yapan 512 öğretmenden elde edilen nicel veriler, öncelikle güvenirlik analizine tabi tutulmuş olup Cronbach’s alpha iç tutarlılık katsayıları (?=.808 ile ?=.945 arasında) nicel verilerin analiz için güvenilir olduğunu göstermiştir. Non-parametrik testler kullanılarak yapılan nicel analizlerin sonuçlarına göre; öğretmenlerin öznel kariyer başarılarına ilişkin görüşleri “kısmen katılıyorum” düzeyindedir. Ölçeğin boyutları arasında en yüksek aritmetik ortalamanın İşin Anlamlılığı boyutunda, en düşük aritmetik ortalamanın Tatmin boyutunda olduğu tespit edilmiştir. Öğretmenlerin medeni durum değişkeninde anlamlı bir fark ortaya çıkmazken; cinsiyet, görev yapılan okul türü, mesleki kıdem ve öğrenim durumu değişkenlerinde anlamlı bir fark ortaya çıkmıştır. Nicel analiz sonucunda ortaya çıkan anlamlı farkları derinlemesine incelemek için araştırmada nitel yöntem kullanılmıştır. Durum çalışması deseninde devam eden araştırmada, nitel veri toplama aracı olarak araştırmacılar tarafından ölçme aracının içeriğine uygun olarak hazırlanan yarı yapılandırılmış “Öğretmen Görüşme Formu” kullanılmıştır. Nitel veriler, amaçlı örneklem yöntemiyle seçilen 32 öğretmenden elde edilmiştir. Elde edilen nitel veriler, betimsel analiz yöntemiyle analiz edilmiş ve bu yöntemle nicel sonuçların altında yatan gerekçelere ulaşılmaya çalışılmıştır.
The aim of this study is to reveal the perceptions of teachers working in all school types in the central district of Bolu in 2018-2019 academic year regarding their subjective career success and to examine these perceptions in terms of some variables. In the research one of the mixed method designs, sequential exploratory design, was employed. Quantitative data were obtained using Subjective Career Success Scale (Budak & Gürbüz, 2017). Quantitative data obtained from 512 teachers working in 24 public schools selected by random sampling method among the research population consisting of 3127 teachers working in 94 public schools in the central district of Bolu, firstly, was subjected to reliability analysis and Cronbach's alpha internal consistency coefficients (ranging from ?=.808 to ?=.945) showed that quantitative data were reliable. According to the results of quantitative analysis conducted by using non-parametric tests; teachers' opinions about subjective career success were determined to be “partially agree”. Among the dimensions of the scale, it was found that the highest arithmetic mean was in the Meaningful Work dimension and the lowest arithmetic mean was in the Satisfaction dimension. There was no statistically significant difference by marital status of teachers, but there were statistically significant differences by gender, type of school, occupational seniority and educational status. Qualitative method was used in the study in order to examine the significant differences in depth, arising from quantitative analysis. In the ongoing study in the case study design, semi-structured “Teacher Interview Form” which was prepared by the researchers in accordance with the content of the measurement tool was used as a qualitative data collection tool. Qualitative data were obtained from 32 teachers selected by purposive sampling method. The qualitative data were analyzed by descriptive analysis method and the reasons underlying the quantitative results were tried to be investigated.
The aim of this study is to reveal the perceptions of teachers working in all school types in the central district of Bolu in 2018-2019 academic year regarding their subjective career success and to examine these perceptions in terms of some variables. In the research one of the mixed method designs, sequential exploratory design, was employed. Quantitative data were obtained using Subjective Career Success Scale (Budak & Gürbüz, 2017). Quantitative data obtained from 512 teachers working in 24 public schools selected by random sampling method among the research population consisting of 3127 teachers working in 94 public schools in the central district of Bolu, firstly, was subjected to reliability analysis and Cronbach's alpha internal consistency coefficients (ranging from ?=.808 to ?=.945) showed that quantitative data were reliable. According to the results of quantitative analysis conducted by using non-parametric tests; teachers' opinions about subjective career success were determined to be “partially agree”. Among the dimensions of the scale, it was found that the highest arithmetic mean was in the Meaningful Work dimension and the lowest arithmetic mean was in the Satisfaction dimension. There was no statistically significant difference by marital status of teachers, but there were statistically significant differences by gender, type of school, occupational seniority and educational status. Qualitative method was used in the study in order to examine the significant differences in depth, arising from quantitative analysis. In the ongoing study in the case study design, semi-structured “Teacher Interview Form” which was prepared by the researchers in accordance with the content of the measurement tool was used as a qualitative data collection tool. Qualitative data were obtained from 32 teachers selected by purposive sampling method. The qualitative data were analyzed by descriptive analysis method and the reasons underlying the quantitative results were tried to be investigated.
Açıklama
Anahtar Kelimeler
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Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
20
Sayı
1
