Ortaöğretimde sınıf içi iletişimde rol oynayan öğretmen davranışları
Küçük Resim Yok
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu arastırmanın amacı, 2006-2007 egitim ögretim yılında Nigde ili merkez ortaögretim okullarının genel liselerinde ögrenim gören ögrencilerin ve ögretmenlerin, sınıf içi iletisimde rol oynayan ögretmen davranıslarına iliskin algılarını saptamaktır. Arastırmada tarama modeli kullanılmıs olup, Wubbels (1991) tarafından gelistirilen ve Kemal Arıcan'ın Türkiye'de uyguladıgı anket kullanılmıstır. 476 ögrenci ve 193 ögretmene uygulanan ankette elde edilen veriler yüzde, frekans, tek yönlü varyans analizi, ortalama, t-testi ve Tukey testleri kullanılarak yorumlanmıstır. Sınıf içi iletisimde rol oynayan ögretmen davranısları olan liderlik, anlayıslılık, cana yakınlık, kararsızlık, azarlayıcılık, tatminsizlik ve kuralcılık davranıslarına iliskin ögretmenlerin ve ögrencilerin algıları arasında anlamlı fark bulunmustur. Sorumluluk-serbestlik verme davranısı ile ilgili algıları arasında ise anlamlı bir fark bulunmamıstır. Ögretmenlerin kisisel bilgilerine göre, sınıf içi iletisimde rol oynayan ögretmen davranısları ile ilgili olarak kıdem ve brans degiskenlerine göre anlamlı bir fark bulunmamıstır. Ancak ögretmenlerin, cinsiyetlerine göre sorumluluk-serbestlik verme, tatminsizlik ve kuralcılık boyutlarına iliskin algıları arasında; medeni durumlarına göre ise azarlayıcılık ve sorumluluk-serbestlik verme boyutlarına iliskin algıları arasında anlamlı bir fark bulunmustur. Sınıf içi iletisimde rol oynayan ögretmen davranıslarına iliskin ögrencilerin cinsiyetlerine göre, liderlik, anlayıslılık, cana yakınlık, azarlayıcılık, sorumlulukserbestlik verme, tatminsizlik ve kuralcılık boyutlarına iliskin görüsleri arasında anlamlı bir fark bulunmazken, kararsızlık boyutuna iliskin görüslerinde anlamlı bir fark bulunmustur.
The purpose of this study is to examine the perception of the students who study in high schools of secondary education schools and teachers in Nigde in the education year 2006-2007 relating to teachers behaviours figuring in class communication. This is a survey-type research and the questionnaire was devoloped by Wubbles (1991) and this questionnaire which was applied by Kemal Arıcan in Turkey was used. The questionnaire forming data, collected from 476 students and 175 teachers, was interpreted by using frequency, percentage, Anova, avarage, t-test and Tukey B test. A significant difference was found among the perceptions of teachers and students relating to teachers behaviours like leadership, understanding, friendship, uncertain, to scold, dissatisfied and regulation figuring in class communication. But, No significant difference was found among the perceptions of teachers and students related to giving responsibility and freedom. According to teacher?s personal information, according to variables such as teacher?s branches and priority, no significant difference was found related to teacher?s behaviours figuring in class communication. However, a significant difference was found among the perceptions of teachers, related to dimensions in giving freedom, dissatisfied and regulation, according to the sexes of students, According to their marital status, a significant difference was found among the perceptions of teachers related to giving responsibility and freedom. According to the sexes of students about teacher?s behaviours figuring in class communication, no significant diffrence was found related to dimensions in leadership, understanding, friendship, to scold, giving responsibility, and freedom, dissatisfied and regulation. But a significant difference was found in opinions related to dimensions in uncertain.
The purpose of this study is to examine the perception of the students who study in high schools of secondary education schools and teachers in Nigde in the education year 2006-2007 relating to teachers behaviours figuring in class communication. This is a survey-type research and the questionnaire was devoloped by Wubbles (1991) and this questionnaire which was applied by Kemal Arıcan in Turkey was used. The questionnaire forming data, collected from 476 students and 175 teachers, was interpreted by using frequency, percentage, Anova, avarage, t-test and Tukey B test. A significant difference was found among the perceptions of teachers and students relating to teachers behaviours like leadership, understanding, friendship, uncertain, to scold, dissatisfied and regulation figuring in class communication. But, No significant difference was found among the perceptions of teachers and students related to giving responsibility and freedom. According to teacher?s personal information, according to variables such as teacher?s branches and priority, no significant difference was found related to teacher?s behaviours figuring in class communication. However, a significant difference was found among the perceptions of teachers, related to dimensions in giving freedom, dissatisfied and regulation, according to the sexes of students, According to their marital status, a significant difference was found among the perceptions of teachers related to giving responsibility and freedom. According to the sexes of students about teacher?s behaviours figuring in class communication, no significant diffrence was found related to dimensions in leadership, understanding, friendship, to scold, giving responsibility, and freedom, dissatisfied and regulation. But a significant difference was found in opinions related to dimensions in uncertain.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
