Öğretmenlerin Okul Yaşam Kalitesi Algıları İle Sınıf Yönetimine Yönelik Tutum ve İnançlarının İncelenmesi

Abstract

This research investigating teachers' attitude and beliefs about classroom management through their perceptions of the quality of school life is a descriptive survey study. A total of 198 teachers (32 from primary schools, 98 from secondary schools and 68 from high schools) working in the Tercan District of Erzincan participated in the study. The data was collected through the "The Quality of School Life Scale (QSLS)" developed by Sarı (2007) and "Attitudes and Beliefs on Classroom Control (ABCC) Inventory" developed by Martin, Yin and Baldwin (1998), adopted into Turkish by Ekici (2008). Besides descriptive statistics, the Mann Whitney U-Test and the Kruskal Wallis Test were used for the data analysis. At the end of the study, it was found that the teachers' perceptions about the quality of the school life range in the mid-level. The teachers' perceptions about "Status" and "School Administration" were found to be more positive while their perceptions about students were more negative. With regard to different study cycles, primary school and high school teachers' perceptions and, with regard to different subjects, social science teachers' perceptions about the quality of school life were found to be more positive. The variables of gender and years of experience did not make a significant difference in the teachers' perceptions about the quality of school life. The teachers' attitudes about instructional management were found to be interventionist, while attitudes about people and behavior management were found to be interactionist; with gender, years of experience, study cycles and subjects not causing significant differences in these behaviors. The perception of the quality of school life did not make a significant difference for their attitudes about instruction and behavior management while teachers were detected to be more interactionist towards people management at schools where the quality of life was perceived to be better.

2015-2021 Yılları Arasında Yapılan Okul Yaşam Kalitesine Yönelik Lisansüstü Tezlerin Analizi

“…Meslek kararı verme yetkinliği (Karalar, 2017) Sınıf yönetimine yönelik tutum (Zenciroğlu, 2017) Okul iklimi (Dönmez, 2016;Günalan, 2018) Okula aidiyet duygusu (Dönmez, 2016;Günalan, 2018;Yıldız, 2019;Baş, 2019Gören, 2019Bolat Güdücü, 2019;Duraklı, 2019) Okul başarısı (Gürler, 2019) Okul doyumu (Alsaç, 2019) Öğrenci direnç davranışları Tablo 12'de yapılan tezlerin araştırma konularına bakıldığında çalışmalarda okul yaşam kalitesi ile ilgili daha çok okula aidiyet duygusu (f=7, %30,4) konusuna odaklanıldığı görülmektedir. Ayrıca okul iklimi (f=2, %8,70) ve iş doyumu (f=2, %8,70) konularının da okul yaşam kalitesi ile birlikte sıklıkla çalışıldığı söylenebilir.…”

Investigation of School Quality of Life in Secondary Schools According to Various Variables

“…Çalışma sonuçlarına bakıldığında ortaokul öğrencilerin okul yaşam kalitesine ilişkin algıları, öğretmenler, öğrenciler, okul yönetimi ve toplamda cinsiyete göre anlamlı bir farklılık görülmemektedir (p<.05). Literatürde de (Günalan, 2018;Karabey, 2017;Zenciroğlu, 2017;Tunç ve Beşaltı, 2013;Karalar, 2017;Dönmez, 2016;İnal ve Sadık, 2011) cinsiyet değişkeninde okul yaşam kalitesinin anlamlı farklılık gösterdiği çalışmalar yer almaktadır ki bu durum araştırmanın sonuçlarını desteklemektedir. Bunun nedenleri arasında ortaokul öğrencilerinin öğretmenleri, arkadaşları ve okul yönetimiyle girecekleri olumlu etkileşimleri ve okul kültürünü içselleştirip benimsemeleri etken olabilir.…”

“…Secondary school students' perceptions of the quality of school life differ significantly according to gender in terms of teachers, students, school administration and total dimensions (p <.05). There are studies in the literature (Günalan, 2018;Karabey, 2017;Zenciroğlu, 2017;Tunç and Beşaltı, 2013;Karalar, 2017;Dönmez, 2016;İnal and Sadık, 2011) in which the quality of school life varies significantly according to the gender variable. However, feelings towards school and status dimensions do not show a significant difference according to gender (p>.05).…”