Okul-çevre ilişkilerinin sınıf öğretmenlerinin görüşleri açısından değerlendirilmesi
Yükleniyor...
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi / Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okul-çevre ilişkileri; sosyal ve kültürel bir kurum olan okul ile içinde bulunduğu çevre arasındaki karşılıklı etkileşimin tüm unsurlarını içerir. Okul, çevreden bağımsız olarak düşünülemez. Okulda verilen eğitimin başarılı olması ve amaçlarına ulaşabilmesi, çevresiyle uyumlu ilişkiler kurabilme yeteneği ile yakından ilgilidir. Bu araştırmayla, özellikle son yıllarda önemi daha da artan ve eğitimde çok önemli rolü olan okul-çevre ilişkilerinin, sınıf öğretmenlerinin görüşleri doğrultusunda değerlendirilmesi amaçlanmıştır. Araştırma, betimsel bir çalışma olup tarama modeline dayalıdır. Araştırmanın çalışma grubunu, Niğde ili merkez ilçede bulunup, aynı zamanda şehir statüsü içinde yer alan ilkokullarda görev yapan sınıf öğretmenleri oluşturmaktadır. Araştırmada, J. Epstein tarafından geliştirilmiş bir modele dayalı ''Okul, Aile ve Toplum İlişkileri'' anketi kullanılmıştır. Anketin geçerlik ve güvenirlik düzeyi kontrol edildikten sonra, 20 okulda toplam 291 öğretmene uygulanmış, uygulanan anketlerden 240 tanesi değerlendirilmiştir. Verilerin çözümlenmesinde, istatistiki tekniklerden; aritmetik ortalama, standart sapma, tek yönlü varyans analizi ve t-testi kullanılmıştır. Araştırma bulgularına göre; okul-çevre ilişkileri, öğretmenlerin görüşleri doğrultusunda yeterli düzeyde yürütülmektedir. Öğretmenlerin okul-çevre ilişkilerine ilişkin görüşleri ile cinsiyet değişkeni arasında anlamlı bir farklılık bulunamamıştır. Okul-çevre ilişkilerine yönelik öğretmen görüşlerinin, görev yılına göre anlamlı farklılık gösterip göstermediğine bakıldığında; 11 yıl ve üzeri görev yılına sahip öğretmenlerin ''öğrencilerin evde öğrenmesine destek verme'' alt boyutuna ilişkin görüşlerinin ortalamalarının, 0-5 yıl ve 6-10 yıl görev yılına sahip öğretmenlerin görüşlerinin ortalamalarından yüksek olduğu görülmüştür. Okul-çevre ilişkilerine yönelik öğretmen görüşlerinin, okulun sosyoekonomik düzeyine göre anlamlı farklılık gösterip göstermediğine bakıldığında; orta ve alt sosyoekonomik düzeye sahip okullarda görev yapan öğretmenlerin, ''okul çalışmalarına gönüllü olarak katılma'' alt boyutuna ilişkin görüşlerinin ortalamalarının, üst sosyoekonomik düzeye sahip okullarda görev yapan öğretmenlerin görüşlerinin ortalamalarından yüksek olduğu görülmüştür.
School-environment relations includes all the elements of reciprocal interaction between a school, which is a social and cultural institution and the environment, which the school is housed in. The school should not be conceived of independently from its environment. The success of the school’s education and its capability to reach its objectives is closely related to its ability to establish compatible relations with its environment. This study aims to evaluate school-environment relations from the perspective of elementary teachers due to its significant role in education and its increased importance in recent years. This is a descriptive research study which is based on the scanning model. The working group of this research study includes elementary teachers who work at the schools which are located in the areas which have city status within the center town of Nigde city. The survey ‘School, Family, and Community Partnerships’ which is based on a model developed by J. Epstein has been used for this research. After the validity and reliability of this survey was thoroughly evaluated, it was administered to 291 teachers at 20 schools and 240 of the completed surveys were evaluated. In order to analyse the survey data, the statistical techniques of arithmetic mean, standard deviation, one way variance analysis and t-test were used. According to the findings of this research, teachers were satisfied with schoolenvironment relationships. No significant difference was found between the teachers’ view on school-environment relationships and the gender variable. When the teachers’ view of school-environment relationships were surveyed to determine if there was any significant difference with the teachers’ years of experience, it was found that the average of teachers’ responses, who had 11 or more years of experience, gave more importance to the “support students learning at home” subdimension than the average of the teachers’ responses, who had 0-5 and 6-10 years of experience. When the teachers’ view of school-environment relationships were examined to find out if is there was any significant difference with the socioeconomic levels of the school, it was found that the average of teachers’ responses, who worked at schools with middle and low socioeconomic levels, gave more importance to the “participate in school activities voluntarily” sub-dimension than the average of the teachers’ responses, who work at schools with high socioeconomic levels.
School-environment relations includes all the elements of reciprocal interaction between a school, which is a social and cultural institution and the environment, which the school is housed in. The school should not be conceived of independently from its environment. The success of the school’s education and its capability to reach its objectives is closely related to its ability to establish compatible relations with its environment. This study aims to evaluate school-environment relations from the perspective of elementary teachers due to its significant role in education and its increased importance in recent years. This is a descriptive research study which is based on the scanning model. The working group of this research study includes elementary teachers who work at the schools which are located in the areas which have city status within the center town of Nigde city. The survey ‘School, Family, and Community Partnerships’ which is based on a model developed by J. Epstein has been used for this research. After the validity and reliability of this survey was thoroughly evaluated, it was administered to 291 teachers at 20 schools and 240 of the completed surveys were evaluated. In order to analyse the survey data, the statistical techniques of arithmetic mean, standard deviation, one way variance analysis and t-test were used. According to the findings of this research, teachers were satisfied with schoolenvironment relationships. No significant difference was found between the teachers’ view on school-environment relationships and the gender variable. When the teachers’ view of school-environment relationships were surveyed to determine if there was any significant difference with the teachers’ years of experience, it was found that the average of teachers’ responses, who had 11 or more years of experience, gave more importance to the “support students learning at home” subdimension than the average of the teachers’ responses, who had 0-5 and 6-10 years of experience. When the teachers’ view of school-environment relationships were examined to find out if is there was any significant difference with the socioeconomic levels of the school, it was found that the average of teachers’ responses, who worked at schools with middle and low socioeconomic levels, gave more importance to the “participate in school activities voluntarily” sub-dimension than the average of the teachers’ responses, who work at schools with high socioeconomic levels.
Açıklama
Anahtar Kelimeler
Okul, Çevre, Okul-Çevre İlişkisi, School, Environment, School-Environment Relationship
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Öztürk, M.F. (2015). Okul-çevre ilişkilerinin sınıf öğretmenlerinin görüşleri açısından değerlendirilmesi. (Yüksek Lisans Tezi). Niğde Ömer Halisdemir Üniversitesi, Eğitim Bilimleri Enstitüsü, Niğde