Yenilikçi okul ve okulların değişime açıklığının öğretmenlerin algıladıkları uyumsal performans üzerindeki etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, öğretmenlerin görüşlerine göre yenilikçi okul ve okulların değişime açıklığının algılanan uyumsal performansa etkisinin belirlenmesi amaçlanmıştır. İlişkisel tarama modelinde olan bu araştırmanın örneklemini, basit tesadüfi örnekleme yöntemiyle belirlenen 258 öğretmen oluşturmaktadır. Araştırmada veri toplama araçları olarak, "Kişisel Bilgi Formu" "Yenilikçi Okul Ölçeği", "Okulların Değişime Açıklık Ölçeği" ve "Öğretmenlerin Algıladıkları Uyumsal Performans Ölçeği" kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistik analizi, bağımsız örneklem t testi, tek yönlü varyans analizi, korelasyon analizi ve hiyerarşik regresyon analizi kullanılmıştır. Öğretmenlerin yenilikçi okula, okulların değişime açıklığına ve uyumsal performansa ilişkin görüşlerinin yüksek düzeyde olduğu belirlenmiştir. Öğretmenlerin yenilikçi okula ilişkin görüşlerinde cinsiyet, eğitim durumu, medeni durum ve branş değişkenlerinde anlamlı farklılık bulunamazken; okulun bulunduğu çevre değişkeni açısından yönetsel destek boyutunda ilçede bulunan okullarda görev yapan öğretmenler lehine anlamlı farklılık bulunmuştur. Öğretmenlerin okulların değişime açıklığına ilişkin görüşlerinde cinsiyet, medeni durum ve branş değişkenleri açısından anlamlı farklılık bulunamazken; okulun bulunduğu çevre açısından müdürlerin değişime açıklığında merkezde görev yapan öğretmenler lehine anlamlı farklılık bulunmuştur. Eğitim durumu değişkeni açısından öğretmenlerin değişime açıklığında lisans, müdürlerin değişime açıklığında lisansüstü yapmış olanlar lehine anlamlı farklılık bulunmuştur. Öğretmenlerin algılanan uyumsal performansa ilişkin görüşlerinde cinsiyet, eğitim durumu, medeni durum, okulun bulunduğu çevre ve branş değişkenlerine göre anlamlı farklılık bulunamamıştır. Araştırmada yenilikçi okul ve okulların değişime açıklığı ile uyumsal performansa ilişkin öğretmen görüşlerinde orta düzeyde ve pozitif yönlü anlamlı bir ilişki bulunmuştur. Öğretmenlerin okulların değişime açıklığı ve yenilikçi okul görüşleri hem birlikte hem de birbirlerinden bağımsız olarak toplam algılanan uyumsal performans ve alt boyutlarına ilişkin görüşlerini anlamlı olarak yordamıştır. Öğretmenlerin yenilikçi okula ilişkin görüşleri uyumsal performansa yönelik varyansın %31.2'sini açıklamıştır. Öğretmenlerin okulların değişime açıklığına ilişkin görüşleri uyumsal performansa yönelik varyansın %7.7'sini açıklamıştır. Öğretmenlerin yenilikçi okula ve okulların değişime açıklığına ilişkin görüşleri birlikte uyumsal performansa yönelik varyansın %38.9'unu açıklamıştır.
In this research, it was aimed to determine the effect of innovative schools and schools' openness to change on perceived adaptive performance according to teachers' opinions. The sample of this research, which is in the relational survey model, consists of 258 teachers determined by simple random sampling method. In the research, "Personal Information Form", "Innovative School Scale", "Openness to Change Scale of Schools" and "Adaptive Performance Scale Perceived by Teachers" were used as data collection tools. Descriptive statistical analysis, independent sample t-test, one-way variance analysis, correlation analysis and hierarchical regression analysis were used in the analysis of the data obtained in the research. It was determined that the teachers' views on innovative school, openness to change of schools and adaptive performance were at a high level. While there was not any significant difference in the opinions of teachers about the innovative school in terms of gender, educational status, marital status and branch variables; regarding the variable of the environment in which the school is located, a significant difference was found in the size of managerial support in favor of teachers working in schools located in the district. While there was no significant difference in the opinions of teachers about the openness of schools to change in terms of gender, marital status and branch variables, there was a significant difference in the openness of principals to change in terms of the environment in which the school is located in favor of teachers working in the center. In terms of the educational status variable, a significant difference was found in the openness of teachers to change in favor of undergraduates, and in the openness of principals to change in favor of those who have completed postgraduate studies. No significant differences were found in teachers' views on perceived adaptive performance according to gender, educational status, marital status, school environment and branch variables. In the research, a positive and decisively significant relationship was found between innovative schools and the openness of schools to change and teachers' opinions about adaptive performance. Teachers' views on innovative schools and openness to change of schools significantly predicted their views on total perceived adaptive performance and its sub- dimensions, both together and independently of each other. Teachers' views on innovative schools explained 31.2% of the variance in adaptive performance. Teachers' views on the openness of schools to change explained 7.7% of the variance in adaptive performance. Together, teachers' views on innovative schools and openness to change explained 38.9% of the variance in adaptive performance.
In this research, it was aimed to determine the effect of innovative schools and schools' openness to change on perceived adaptive performance according to teachers' opinions. The sample of this research, which is in the relational survey model, consists of 258 teachers determined by simple random sampling method. In the research, "Personal Information Form", "Innovative School Scale", "Openness to Change Scale of Schools" and "Adaptive Performance Scale Perceived by Teachers" were used as data collection tools. Descriptive statistical analysis, independent sample t-test, one-way variance analysis, correlation analysis and hierarchical regression analysis were used in the analysis of the data obtained in the research. It was determined that the teachers' views on innovative school, openness to change of schools and adaptive performance were at a high level. While there was not any significant difference in the opinions of teachers about the innovative school in terms of gender, educational status, marital status and branch variables; regarding the variable of the environment in which the school is located, a significant difference was found in the size of managerial support in favor of teachers working in schools located in the district. While there was no significant difference in the opinions of teachers about the openness of schools to change in terms of gender, marital status and branch variables, there was a significant difference in the openness of principals to change in terms of the environment in which the school is located in favor of teachers working in the center. In terms of the educational status variable, a significant difference was found in the openness of teachers to change in favor of undergraduates, and in the openness of principals to change in favor of those who have completed postgraduate studies. No significant differences were found in teachers' views on perceived adaptive performance according to gender, educational status, marital status, school environment and branch variables. In the research, a positive and decisively significant relationship was found between innovative schools and the openness of schools to change and teachers' opinions about adaptive performance. Teachers' views on innovative schools and openness to change of schools significantly predicted their views on total perceived adaptive performance and its sub- dimensions, both together and independently of each other. Teachers' views on innovative schools explained 31.2% of the variance in adaptive performance. Teachers' views on the openness of schools to change explained 7.7% of the variance in adaptive performance. Together, teachers' views on innovative schools and openness to change explained 38.9% of the variance in adaptive performance.
Açıklama
Eğitim Bilimleri Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Yönetimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
