İlköğretim müfettişlerinin öğretmenlerin yeterlilik alanlarına ilişkin algıları
Küçük Resim Yok
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, İlköğretim müfettişlerinin öğretmenlerin yeterlilik alanlarına ilişkin algılarını belirlemektir.Bu araştırma tarama modeli niteliğinde olup, araştırmacı tarafından geliştirilmiş olan bir anket kullanılmıştır. 275 ilköğretim müfettişine uygulanan ankette elde edilen veriler yüzde, frekans, ortalama, t-testi ve tek yönlü varyans analizi kullanılarak yorumlanmıştır.Müfettişlerin mesleki gelişim boyutuna ilişkin görüşlerinin ortalaması 2.75, ölçme değerlendirme boyutuna ilişkin görüşlerinin ortalaması 2.70, okul-aile-toplum ilişkisi boyutuna ilişkin görüşlerinin ortalaması 2.68, öğrenciyi tanıma ve rehberlik boyutuna ilişkin görüşlerinin ortalaması 2.71, sınıf yönetimi boyutuna ilişkin görüşlerinin ortalaması 2.73, öğrenme öğretme yeterlilikleri boyutuna ilişkin görüşlerinin ortalaması 2.66 olarak bulunmuştur.Müfettişlerin yaş, kıdem, eğitim durumu değişkenlerine göre, ilköğretim okullarında görev yapan öğretmenlerin mesleki yeterlilik düzeyleri arasında anlamlı fark bulunmamıştır. Müfettişlerin cinsiyet değişkenine göre, ölçme değerlendirme, öğrenciyi tanıma ve rehberlik, sınıf yönetimi, öğrenme-öğretme yeterlilik alanlarına ilişkin anlamlı fark bulunmuştur. Mesleki gelişim ve okul-aile-toplum ilişkisi yeterlilik alanlarına ilişkin anlamlı fark bulunmamıştır.
The purpose of this study was to examine the perceptions of primary education supervisors about the proficiency fields of teachers.This research was carried out by descriptive method. A questionnaire which was developed by the researcher was used in this research. The data of survey which was replied by 275 primary school supervisors were interpreted by using percentage, frequency, mean, t?test and one way anova statistics analysis.The research results introduced that the mean of supervisors? perception about professional development was 2.75, measurement and evaluation was 2.70, school-family-society relationships was 2.68, students recognition and guidance was 2.71, classroom management was 2.73, learning and teaching activities efficacy was 2.66.According to the age, seniority, educational levels of the supervisors any significant difference was not found at the levels of professional proficiency fields of teachers who work in the primary school.According to the gender variable of the supervisors significant difference was found related to the fields of learning-teaching proficiency, classroom management, recognition and guidance, measurement and evaluation. Any significant difference was not found related to the fields of proficiency on professional development and school-family-community relations.
The purpose of this study was to examine the perceptions of primary education supervisors about the proficiency fields of teachers.This research was carried out by descriptive method. A questionnaire which was developed by the researcher was used in this research. The data of survey which was replied by 275 primary school supervisors were interpreted by using percentage, frequency, mean, t?test and one way anova statistics analysis.The research results introduced that the mean of supervisors? perception about professional development was 2.75, measurement and evaluation was 2.70, school-family-society relationships was 2.68, students recognition and guidance was 2.71, classroom management was 2.73, learning and teaching activities efficacy was 2.66.According to the age, seniority, educational levels of the supervisors any significant difference was not found at the levels of professional proficiency fields of teachers who work in the primary school.According to the gender variable of the supervisors significant difference was found related to the fields of learning-teaching proficiency, classroom management, recognition and guidance, measurement and evaluation. Any significant difference was not found related to the fields of proficiency on professional development and school-family-community relations.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training