MESLEKİ KİMLİK ALGISI ÖLÇEĞİNİN GELİŞTİRİLMESİ

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DOI : 10.29228/SOBIDER.46532
Year-Number: 2020-48
Yayımlanma Tarihi: 2020-10-18 21:04:42.0
Language : Türkçe
Konu : Eğitim Bilimleri Bölümü, Eğitim Yönetimi ve Denetimi
Number of pages: 364-399
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Abstract

Mesleğe yeni başlayan ve zamanla deneyim kazanan öğretmenlerin öğretmenlik mesleğine dair algılarını oluşturan veya değiştiren unsurların neler olduğu, öğretmenlerin mesleği seçme nedenleri ya da zamanla hangi koşulların etken olduğu, öğretmenlerin kendilerini yaşadığı bölgede veya genel olarak toplumda algılama biçimi veya toplumun öğretmenleri nasıl algıladığı, öğretmenin okulun diğer öğretmen, öğrenci, idareci ile etkileşimi sonrasında algısındaki değişimin genel olarak tanımlanması eğitimde kalite unsuru için önem arzetmektedir. Bu araştırmanın amacı İstanbul ilinin farklı bölgelerinin devlet okullarında çalışan farklı branşlardaki ortaokul öğretmenlerinin mesleki kimlik algısını Engeström (1987, s.94) etkinlik teorisine dayalı olarak ortaya çıkarmak ve mesleki kimlik algısı ölçeğini geliştirmektir. Çalışma nitel ve nicel verilerin birlikte kullanıldığından araştırmanın örneklem seçiminde nitel verileri elde etmek için maksimum çeşitlilik örnekleme yöntemi, nicel verileri elde etmek için ise küme örnekleme yöntemi kullanılmıştır. Araştırmanın ölçek geliştirme aşaması için kuramsal çerçeveye ek olarak her bir kariyer evresinden 20 öğretmenle yarı yapılandırılmış mülakatlar yapılmış ve içerik analizi ile kodlamalar elde edilmiştir. Ölçek geliştirme sürecinde yarı yapılandırılmış mülakatlardan elde edilen kodlar kuramsal ve kavramsal çerçeveye eklenerek 43 maddelik bir madde havuzu oluşturulmuştur. Geçerlik çalışmaları için küme örnekleme yöntemi ile dört farklı sosyoekonomik bölgede çalışan öğretmenlerden seçilen 280 öğretmene taslak ölçek uygulanarak açımlayıcı faktör analizi yapılmıştır. Açımlayıcı fakör analizi ile şekillenen taslak ölçek aynı bölgelerden aynı yöntemle seçilen 384 öğretmene uygulanmış elde edilen verilerle doğrulayıcı factor analizi yapılmıştır. Yapılan uzman incelemesi, geçerlik (içerik, yapı, yakınsak ve ayrışma geçerliği) ve güvenirlik (Cronbach Alpha, Spearman-Brown, Gutman iki yarı güvenirlik katsayısı, kompozit güvenirlik değeri) çalışmaları sonucu öğretmenlerin mesleki kimlik algısı ölçeği beş boyutlu ve 17 maddeden oluşan geçerliği ve güvenirliği kanıtlanmış ölçek halini almıştır. Ölçeğin boyutları; mesleki rol, eğitimsel ve öğretimsel etkileşim, mesleki statü/saygınlık, mesleki güdülenme ve deneyimsel pedagoji olarak belirlenmiştir. Ayrıca ölçeğin hem tek boyutlu hem de çok boyutlu olduğu görülmüştür.

Keywords

Abstract

The aim of this study is to develop a scale to reveal secondary school teachers’ perception of professional identity. Scale development process consists of both qualitative and quantitative data collection. For the qualitatitve data collection, semi-structured interviews were conducted with 20 secondary school teachers who works in different schools in different districts of Istanbul. Each interview was coded according to theoritical and conceptcual framework which was predetermined as five categories. After sub categorical expression were transformed to items, an item pool of 43 items was constructed. As a result of the expert examination, validity (content, structure, convergent and divergent validity) and reliability (Cronbach Alpha, Spearman-Brown, Gutman split-half reliability coefficient, composite reliability value) studies, teachers’perception of professional identity scale was developed having as 17 items in five dimensions. These dimensions are professional role, educational and instructional interaction, professional status / prestige, professional motivation and experiential pedagogy.

Keywords

Kaynakça

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