İlköğretim okullarında görevli yöneticilerin ve öğretmenlerin düşünme stillerinin karşılaştırılması (Adana ili örneği)
Küçük Resim Yok
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, betimsel bir araştırmadır. Amacı, ilköğretim okullarında görevli yöneticilerin ve öğretmenlerin düşünme stillerinin karşılaştırılmasıdır. Araştırmada, Sternberg (1997)'in geliştirdiği ve Sünbül'ün geçerlik ve güvenirlik çalışmasını yaptığı düşünme stili ölçeği kullanılmıştır. Adana ili Seyhan ve Yüreğir ilçelerinde bulunan 40 ilköğretim okulunda 147 yönetici ve 677 öğretmen katılmıştır. Elde edilen veriler yüzde, frekans, tek yönlü varyans analizi, aritmetik ortalama, standart sapma, t-testi ve Turkey testleri kullanılarak analiz edilmiştir.Düşünme stilleri alt boyutlarına ilişkin aritmetik ortalamaları sonucu yöneticilerin, düşünme stillerinden en çok kuralsız düşünme stilini, en az ise öznel düşünme stilini kullandıkları; öğretmenlerin düşünme stilleri alt boyutlarına ilişkin aritmetik ortalamaları sonucunda da en çok gelenekçi düşünme stilini, en az ise öznel düşünme stilini kullandıkları görülmüştür.Yöneticilerin eğitim durumlarına göre, düşünme stilleri alt boyutlarından öznel, kuralcı, ayrıntıcı, kendine özgü, dışadönük düşünme stillerine ilişkin görüşleri arasında fark bulunmamış; yargılayıcı, tekilci, aşamalı, eşdeğerci, kuralsız, bütüncül, yenilikçi ve gelenekçi düşünme stillerine ilişkin görüşleri arasında fark bulunmuştur. Yöneticilerin mesleki kıdem değişkenlerine göre düşünme stillerinin alt boyutlarından yargılayıcı, eşdeğerci, kuralsız, bütüncül, kendine özgü ve gelenekçi düşünme stillerine ilişkin görüşleri arasında fark bulunmamış; öznel, kuralcı, tekilci, aşamalı, ayrıntıcı, dışadönük ve yenilikçi düşünme stillerine ilişkin görüşleri arasında fark bulunmuştur. Yöneticilerin cinsiyetlerine göre; öznel, kuralcı, tekilci, aşamalı, eşdeğerci, kuralsız, ayrıntıcı, dışadönük, yenilikçi düşünme stili boyutlarına ilişkin görüşlerinde fark yoktur. Yargılayıcı, bütüncül, kendine özgü, gelenekçi düşünme stili boyutlarına ilişkin görüşlerinde ise fark vardır.Öğretmenlerin eğitim durumlarına göre düşünme stilleri alt boyutlarından öznel, kuralcı, aşamalı, eşdeğerci, bütüncül, kendine özgü, dışadönük ve yenilikçi düşünme stillerine ilişkin görüşleri arasında fark bulunmamış; yargılayıcı, tekilci, kuralsız, ayrıntıcı ve gelenekçi düşünme stillerine ilişkin görüşleri arasında fark bulunmuştur. Öğretmenlerin mesleki kıdemlerine ilişkin düşünme stilleri alt boyutlarından aşamalı, eşdeğerci, kuralsız, bütüncül, ayrıntıcı, yenilikçi ve gelenekçi düşünme stillerine ilişkin görüşleri arasında fark bulunmamış; öznel, kuralcı, yargılayıcı, tekilci, kendine özgü ve dışadönük düşünme stillerine ilişkin görüşleri arasında fark bulunmuştur. Öğretmenlerin cinsiyetlerine göre; kuralcı, yargılayıcı, tekilci, eşdeğerci, kuralsız, ayrıntıcı, dışadönük ve yenilikçi düşünme stili boyutlarına ilişkin görüşlerinde fark yoktur. Öznel, aşamalı, bütüncül, kendine özgü ve gelenekçi düşünme stili boyutlarına ilişkin görüşlerinde ise cinsiyetlerine göre fark vardır.Yöneticilerin ve öğretmenlerin düşünme stili boyutlarına ilişkin görüşlerinde öznel, kuralcı, yargılayıcı, aşamalı, eşdeğerci, bütüncül, ayrıntıcı, kendine özgü, dışadönük, yenilikçi ve gelenekçi düşünme stillerine ilişkin görüşlerinde fark bulunmamış; tekilci ve kuralsız düşünme stillerine ilişkin görüşlerinde fark bulunmuştur. Tekilci ve kuralsız düşünme stillerini, yöneticilerin öğretmenlere göre daha çok kullandıkları bulunmuştur.Anahtar Kelimeler: Düşünme Stilleri, Eğitim Yöneticisi, Öğretmen.
The aim is to compare the thinking styles of the principals and teachers working in the elementary schools. This research is a descriptive research. The thinking style scale, which was developed by Sternberg (1997) and the validity and reliability study of which was established by Sünbül, has been used in the research. 147 principals and 677 teachers working in 40 elementary schools of Adana province, Seyhan and Yüreğir counties have participated. The obtained data was analyzed by using percentage, frequency, one way variance analysis, mean, and standard deviation, t-test and Turkey tests.Concerning the subdimensions of the thinking styles, it was seen from the results of the mean that among the thinking styles, the principals use mostly the irregular thinking style and the subjective thinking style at least; while from the results of the mean concerning the subdimensions of the thinking styles of the teachers? thinking styles, it was seen that the teachers mostly use the traditionalist thinking style, and the subjective thinking style at least.In accordance with the educational level of the principals, no differences were found among the subdimensions of the thinking styles concerning the subjective, normative, elaborative, distinctive, extroversive thinking style; while differences were found among the judgmental, singularist, gradual, equivalent, irregular, integrated, innovative and traditionalist thinking styles. In accordance with tenure of the principals, no differences were found among the opinions from subdimension of the thinking styles concerning judgmental, equivalent, irregular, integrated, distinctive, and traditionalist thinking styles; while differences were found among the subjective, normative, singularist, extroversive, and innovative thinking styles. There are no differences among the opinions of the principals according to their genders, concerning the subjective, normative, singularist, gradual, equivalent, irregular, elaborative, extroversive, and innovative thinking style dimensions. However, there are differences in judgmental, integrated, distinctive, traditionalist thinking style dimensions.No differences were found among the subdimensions of the thinking styles according to the educational level of the teachers, concerning subjective, normative, gradual, equivalent, integrated, distinctive, extroversive, and innovative thinking styles; while differences were found among the opinions concerning the judgmental, singularist, irregular, elaborative and traditionalist thinking styles. No differences were found among the subdimensions of the thinking styles of tenure of the teachers, concerning gradual, equivalent, irregular, integrated, elaborative and traditionalist thinking styles. While differences were found among the opinions concerning subjective, judgmental, singularist, distinctive and extroversive thinking styles. There are no differences among the opinions of the teachers according to their genders, concerning normative, singularist, equivalent, irregular, extroversive and innovative thinking styles. However, there are differences in the opinions according to their genders concerning subjective, gradual, integrated, distinctive and traditionalist thinking style dimensions.Among the opinions of the principals and teachers for their thinking styles, no differences were found concerning normative, judgmental, gradual, equivalent, integrated, elaborative, distinctive, innovative and traditionalist thinking styles; while differences were found in the opinions concerning the singularist and irregular thinking styles. It was found that the principals use the singularist and irregular thinking style more than the teachers.Key Words: Thinking Styles, Education Manager, Teacher
The aim is to compare the thinking styles of the principals and teachers working in the elementary schools. This research is a descriptive research. The thinking style scale, which was developed by Sternberg (1997) and the validity and reliability study of which was established by Sünbül, has been used in the research. 147 principals and 677 teachers working in 40 elementary schools of Adana province, Seyhan and Yüreğir counties have participated. The obtained data was analyzed by using percentage, frequency, one way variance analysis, mean, and standard deviation, t-test and Turkey tests.Concerning the subdimensions of the thinking styles, it was seen from the results of the mean that among the thinking styles, the principals use mostly the irregular thinking style and the subjective thinking style at least; while from the results of the mean concerning the subdimensions of the thinking styles of the teachers? thinking styles, it was seen that the teachers mostly use the traditionalist thinking style, and the subjective thinking style at least.In accordance with the educational level of the principals, no differences were found among the subdimensions of the thinking styles concerning the subjective, normative, elaborative, distinctive, extroversive thinking style; while differences were found among the judgmental, singularist, gradual, equivalent, irregular, integrated, innovative and traditionalist thinking styles. In accordance with tenure of the principals, no differences were found among the opinions from subdimension of the thinking styles concerning judgmental, equivalent, irregular, integrated, distinctive, and traditionalist thinking styles; while differences were found among the subjective, normative, singularist, extroversive, and innovative thinking styles. There are no differences among the opinions of the principals according to their genders, concerning the subjective, normative, singularist, gradual, equivalent, irregular, elaborative, extroversive, and innovative thinking style dimensions. However, there are differences in judgmental, integrated, distinctive, traditionalist thinking style dimensions.No differences were found among the subdimensions of the thinking styles according to the educational level of the teachers, concerning subjective, normative, gradual, equivalent, integrated, distinctive, extroversive, and innovative thinking styles; while differences were found among the opinions concerning the judgmental, singularist, irregular, elaborative and traditionalist thinking styles. No differences were found among the subdimensions of the thinking styles of tenure of the teachers, concerning gradual, equivalent, irregular, integrated, elaborative and traditionalist thinking styles. While differences were found among the opinions concerning subjective, judgmental, singularist, distinctive and extroversive thinking styles. There are no differences among the opinions of the teachers according to their genders, concerning normative, singularist, equivalent, irregular, extroversive and innovative thinking styles. However, there are differences in the opinions according to their genders concerning subjective, gradual, integrated, distinctive and traditionalist thinking style dimensions.Among the opinions of the principals and teachers for their thinking styles, no differences were found concerning normative, judgmental, gradual, equivalent, integrated, elaborative, distinctive, innovative and traditionalist thinking styles; while differences were found in the opinions concerning the singularist and irregular thinking styles. It was found that the principals use the singularist and irregular thinking style more than the teachers.Key Words: Thinking Styles, Education Manager, Teacher
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Bölümü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
