Özyeterlik, Özyönetim ve Başarı Motivasyonunun Sınıf Yönetimi Açısından Değerlendirilmesi

Year 2023, Volume: 11 Issue: 2, 139 - 152, 20.12.2023

Remzi Yıldırım Gülenaz Selçuk

https://doi.org/10.52826/mcbuefd.1359069

Abstract

Bu çalışmada öğretmen adaylarının öz-yeterlik ve öz-yönetimlerinin başarı motivasyonlarına etkisi sınıf yönetimi perspektifinden tartışılmış ve değerlendirilmiştir. Veriler, akademik öz yeterlik ölçeği, öz kontrol ve öz yönetim ölçeği, başarı motivasyonu ölçeği olmak üzere üç veri toplama aracı kullanılarak toplanmıştır. Araştırmanın evreni 2022 – 2023 eğitim-öğretim yılında MCBÜ Pedagojik Formasyon Sertifika Programıdır. Bu dönemde programa 869 öğretmen adayı kayıtlı olup, tabakalı örnekleme yöntemi ve gönüllü katılımları esas alınarak .95 güven düzeyi ve .03 hata payı ile 427 öğretmen adayı araştırmanın örneklemi olarak katılmıştır. Verilerin analizinde SPSS 25 paket programı kullanılmıştır. Öğretmen adaylarının öz yeterlik, öz yönetim ve başarı motivasyon düzeyleri minimum, maksimum, aritmetik ortalama ve standart sapma değerleri kullanılarak tanımlayıcı istatistikler yardımıyla incelenmiştir. Öz yeterlilik algılarının ve öz yönetim davranışlarının etkisi basit doğrusal regresyonla ayrı ayrı analiz edildi. Öz yeterliliğin ve öz yönetimin başarı motivasyonu üzerindeki bütünsel etkisi çoklu doğrusal regresyonla analiz edildi. Elde edilen bulgulara göre öz-yeterlik, öz-yönetim ve başarı motivasyonu düzeylerinin yüksek düzeyde olduğu gözlenmiştir. Ayrıca öz yeterlilik ve öz yönetimin başarı motivasyonu üzerindeki etkisi hem ayrı ayrı hem de birlikte bulunmuştur. Öz-yeterlik ve öz-yönetim başarı motivasyonunu normal düzeyde etkilerken, her ikisini birlikte daha güçlü bir şekilde etkilemektedir. Bu bulgular sınıf yönetimi açısından yorumlanmış ve sınıf yönetimi süreçlerine ilişkin bazı öneriler sunulmuştur.

Keywords

sınıf yönetimi, öz-yeterlilik, öz-yönetim, başarı motivasyonu, öğretmen adayları

Evaluation Of Self-Efficacy, Self-Management and Achievement Motivation from The Perspective of Classroom Management

Abstract

In this study, the effect of pre–service teachers' self–efficacy and self–management on their success motivation were discussed and evaluated from the classroom management perspective. The population of the study was the MCBU Pedagogical Formation Certificate Program in the 2022 – 2023 education year and 427 pre–service teachers participated as the sample of the study. SPSS 25 packet program was used for the analyses of the data. Pre–service teachers' self–efficacy, self – management and achievement motivation levels were examined with the help of descriptive statistics by using minimum, maximum, arithmetic mean, and standard deviation values. The effect of their self–efficacy perceptions and their self – management behaviors were separately analyzed with simple linear regression. The holistic effect of self–efficacy and self–management on achievement motivation was analyzed with multiple linear regression. According to the findings their self–efficacy, self – management and achievement motivation levels were observed at high levels. Also, the effect of self–efficacy and self–management on achievement motivation were found both separately and together. While self–efficacy and self – management affect achievement motivation at a normal level, they are affecting more strongly both together.

Keywords

classroom management, self-efficacy, self-management, achievement motivation, pre – service teachers

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