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“Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi

Yıl 2018, Cilt: 26 Sayı: 4, 1297 - 1306, 15.07.2018
https://doi.org/10.24106/kefdergi.369825

Öz

Bu çalışmanın amacı, öğretmenlerin bakış
açılarından “Pozitif Öğretmen Ölçeğinin” geliştirilmesidir. Çalışmada kesitsel
araştırma deseni kullanılmıştır. Çalışma farklı öğretim kademelerinde en az beş
yıllık görev yapan toplam 448 öğretmen üzerinde yürütülmüştür.  Çalışmada ölçek geliştirme aşamaları takip
edilmiştir. Bu doğrultuda çalışmada: Maddelerin ve ölçek deneme formunun
hazırlanması, açımlayıcı faktör analizi, doğrulayıcı faktör analizi, güvenirlik
analizi ve geçerlik analizi çalışmaları gerçekleştirilmiştir. Araştırma
bulgularına göre, 21 maddelik ve beş boyutlu bir ölçeğe ulaşılmıştır. Ölçeğin
birinci boyutuna “ dışa dönük kişilik özelliğine sahip olmak”, ikinci boyutuna
“Konuyu somutlaştırmak”, üçüncü boyutuna “Öğrenci ile pozitif ilişki kurmak”,
dördüncü boyutuna “Öğrenciyi derse katmak” ve beşinci boyutuna “Derste akış
yaşatmak” adlandırılmıştır. Ölçeğin toplam varyansın % 63.230 açıkladığı
belirlenmiştir. Ölçeğin tamamının güvenirlik değeri 0.89 olarak bulunmuştur.
Ölçeğin açımlayıcı faktör analizi ile ortaya konan yapısı doğrulayıcı faktör
analizi ile de doğrulanmıştır (RMSEA = 0.067). Ölçeğin Pozitif Duygular ile
korelasyonu 0.45; p<0.01 şeklinde bulunmuştur. Pozitif Öğretmen Ölçeği
Öğretmen Formunun güvenilir ve geçerli olduğu sonucuna varılmıştır.

Kaynakça

  • Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069-1077.
  • Chamorro-Premuzic, T.,& Furnham, A. (2005). Personality and intellectual competence. Mahwah: Lawrence Erlbaum Associates. Cokluk O, Sekercioglu G, Buyukozturk S (2010). Multivariate statistics for social sciences. SPSS and LISREL applications. Ankara: Pegem Academic Publications.
  • DeNeve, K.,& Cooper, H. (1998). The happy personality: A meta analysis of personality traits and subjective well-being. Psychological Bulletin, 124,197-229.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), 276-302.
  • Durkin, K. (1995). Developmental social psychology: From infancy to old age. Blackwell Publishing. Eilam, B.,& Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33, 86–96.
  • Eryılmaz, A. (2013). Okulda motivasyon ve amotivasyon: Derse katılmada öğretmenden bek-lentiler ölçeğinin” geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13, 25, 1 – 18.
  • Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062.
  • Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive Psychology & Wellbeing, 1(1),11-21.
  • Eryılmaz, A., & Mammadov, M. (2016). Developing the scale of factors increasing study moti-vation. Journal of European Education, 6(2),73-87.
  • Eryilmaz, A. (2015). Positive psychology in the class: the effectiveness of a teaching method based on subjective well-being and engagement ıncreasing activities. International Journal of Instruction, 8(2), 17-32.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Higher Education.
  • Fraser, B. J.,& Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Rese-arch, 43(1), 103-109.
  • Fredrickson, B. L. (1998). What good are positive emotions?.Review of general psychology, 2(3), 300-319.
  • Gençöz, T. (2000). Pozitif ve negatif duygu ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • Ginns, I., Heirdsfield, A., Atweh, B., & Watters, J. J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1), 111-133.
  • Goldstein, G.,& Benassi, V. (2006). Students’ and instructors beliefs about excellent lecturers and discussion leaders. Research in Higher Education, 47(6), 685-707.
  • Hussain, L., khan, A. N., Shah, M., & Sibtain, M. (2011). Comparative Effectiveness of Male and Female Teachers as Perceived by their Students. Interdisciplinary Journal of Contempo-rary Research in Business. 2(12).
  • Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and mo-dels: An overview of their current status (pp. 383-434).Hillsdale, NJ: Erlbaum.
  • Kline, R. B. (1998). Structural equation modeling. New York: Guilford.
  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. AmericanPsychologist, 56, 239-249.
  • Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as com-pensatory resources for aggressive children. Child development, 74(4), 1145-1157.
  • Meyer, D. K.,& Turner, J. C. (2006). Re-conceptualizing emotion and motivation to
  • Mitchell, K. J., Robinson, D. Z., Plake, B. S., & Knowles, K. T. (Eds.), for the Committee on Assessment and Teacher Quality, Center for Education, Board on Testing and Assessment, National Research Council (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. Washington, DC: National Academics
  • Montalvo, G., Mansfield, E., & Miller, R. (2007). Liking or disliking the teacher: student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144-158.
  • Myers, D. & Deiner, E. (1995). Who is happy. American Psychological Society. 6,1-19.
  • Nussbaum, J. F. (1992). Effective teacher behaviors. Communication education, 41(2), 167-180.
  • Park, S.,& Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Rese-arch in science Education, 38(3), 261-284. Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a
  • Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 23-29.
  • Prager, K. J. (1997). The psychology of intimacy. Guilford Press.Psychologist, 55, 5–14. realize your potential for lasting fulfillment. New York: Free Press.regulation and classroom mana-gement. Theory Into Practice, 48(2), 130-137. Review of Educational Research, 62(1), 1-35.
  • Reynolds, A. (1992). What is competent beginning teaching? A review of the literature.
  • Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2011). Can you recognize an effecti-ve teacher when you recruit one?.Education, 6(1), 43-74.
  • Rushton, S., Morgan, J., & Richard, M. (2007). Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23(4), 432-441.
  • Ryan, R. /Vl.,& Grolnick, W. S. (1986). Origins and pawns in theclassroom: Self-report and projective assessments of individual differencesin children's perceptions. Journal ¢)f Persona-lity and SocialPsychology, 5(2Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to
  • Seligman, M. E. P.,& Csikszentmihalyi, M. (2000). Positive psychology. American
  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S.
  • Skinner, E. A. (1995). Perceived control, motivation, & coping (Vol. 8). Sage Publications.
  • Skinner, E. A.,& Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psyc-hology, 85(4), 571-581.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology, 100(4), 765-781.
  • Sparks, R.,& Lipka, R. P. (1992). Characteristics of master teachers: Personality factors, self-concept, locus of control, and pupil control ideology. Journal of Personnel Evaluation in Edu-cation, 5(3), 303-311.
  • Spilt, Koomen, & Thijs, (2011). ‘Teacher wellbeing: The importance of teacher–student relati-onships’. Educational Psychology Review, 23 (4), 457–477.
  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teahers' emtion theory of cogniti-ve/motivational mediators. Applied Psychology, 41(4), 359-376.
  • Sümbüloğlu, K., & Sümbüloğlu, V. (2010). Biyoistatistik. Hatiboğlu Yayıncılık: Anakara
  • Thibodeau, G. P.,& Hillman, S. J. (2003). In retrospect: Teachers who made a diffe-rence from the perspective of pre-service and experienced teachers. Education, 124(1), 168-181.
  • Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotional regulation. Educational Psychology, 30, 173–189.
  • Utley, B. L., Basile, C. G., & Rhodes, L. K. (2003). Walking in two worlds: master teachers serving as site coordinators in partner schools. Teaching and Teacher Education, 19(5), 515-528.
  • Walls, R. T., Nardi, A. H., Minden, A. M. V., & Hoffman, N. (2002). The Characteristics of Effective andIneffective Teachers. Teacher Education Quarterly, 29(1), 39-48.

Development of the Positive Teacher Scale from the Perspective of Teachers

Yıl 2018, Cilt: 26 Sayı: 4, 1297 - 1306, 15.07.2018
https://doi.org/10.24106/kefdergi.369825

Öz

The purpose of this study is to
develop the "Positive Teacher Scale" from the perspective of
teachers. Cross-sectional research design was used in the study. The study was
conducted on a total of 448 teachers who worked at least for five years at
different levels of education. The stages of scale development were followed in
the study. In this line of work: The preparation of the items and scale trial
form, exploratory factor analysis, confirmatory factor analysis, reliability
analysis and validity studies have been carried out. According to the research
findings, a 21-item and five-dimensional scale has been reached. The first
dimensions of the scale were given the name "to have extraverted personality",”
to concretize the subject that taught", “to establish positive
relationship with the student”, “to increase students’ engagement in the
class”, “to increase students’ flow experience”. The explained variance of the
scale was found to be 63.230%. The reliability of the scale was found to be
0.89. The structure of the scale was also confirmed by confirmatory factor
analysis (RMSEA = 0.067). Correlation with Positive Affection Scale is 0.45; P
<0.01. The Positive Teacher Scale
from the Perspective of Teachers was found reliable and valid.

Kaynakça

  • Brophy, J. (1986). Teacher influences on student achievement. American Psychologist, 41(10), 1069-1077.
  • Chamorro-Premuzic, T.,& Furnham, A. (2005). Personality and intellectual competence. Mahwah: Lawrence Erlbaum Associates. Cokluk O, Sekercioglu G, Buyukozturk S (2010). Multivariate statistics for social sciences. SPSS and LISREL applications. Ankara: Pegem Academic Publications.
  • DeNeve, K.,& Cooper, H. (1998). The happy personality: A meta analysis of personality traits and subjective well-being. Psychological Bulletin, 124,197-229.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American psychologist, 55(1), 276-302.
  • Durkin, K. (1995). Developmental social psychology: From infancy to old age. Blackwell Publishing. Eilam, B.,& Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33, 86–96.
  • Eryılmaz, A. (2013). Okulda motivasyon ve amotivasyon: Derse katılmada öğretmenden bek-lentiler ölçeğinin” geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13, 25, 1 – 18.
  • Eryılmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049-2062.
  • Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive Psychology & Wellbeing, 1(1),11-21.
  • Eryılmaz, A., & Mammadov, M. (2016). Developing the scale of factors increasing study moti-vation. Journal of European Education, 6(2),73-87.
  • Eryilmaz, A. (2015). Positive psychology in the class: the effectiveness of a teaching method based on subjective well-being and engagement ıncreasing activities. International Journal of Instruction, 8(2), 17-32.
  • Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Higher Education.
  • Fraser, B. J.,& Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Rese-arch, 43(1), 103-109.
  • Fredrickson, B. L. (1998). What good are positive emotions?.Review of general psychology, 2(3), 300-319.
  • Gençöz, T. (2000). Pozitif ve negatif duygu ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikoloji Dergisi, 15(46), 19-26.
  • Ginns, I., Heirdsfield, A., Atweh, B., & Watters, J. J. (2001). Beginning teachers becoming professionals through action research. Educational Action Research, 9(1), 111-133.
  • Goldstein, G.,& Benassi, V. (2006). Students’ and instructors beliefs about excellent lecturers and discussion leaders. Research in Higher Education, 47(6), 685-707.
  • Hussain, L., khan, A. N., Shah, M., & Sibtain, M. (2011). Comparative Effectiveness of Male and Female Teachers as Perceived by their Students. Interdisciplinary Journal of Contempo-rary Research in Business. 2(12).
  • Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and mo-dels: An overview of their current status (pp. 383-434).Hillsdale, NJ: Erlbaum.
  • Kline, R. B. (1998). Structural equation modeling. New York: Guilford.
  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. AmericanPsychologist, 56, 239-249.
  • Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as com-pensatory resources for aggressive children. Child development, 74(4), 1145-1157.
  • Meyer, D. K.,& Turner, J. C. (2006). Re-conceptualizing emotion and motivation to
  • Mitchell, K. J., Robinson, D. Z., Plake, B. S., & Knowles, K. T. (Eds.), for the Committee on Assessment and Teacher Quality, Center for Education, Board on Testing and Assessment, National Research Council (2001). Testing teacher candidates: The role of licensure tests in improving teacher quality. Washington, DC: National Academics
  • Montalvo, G., Mansfield, E., & Miller, R. (2007). Liking or disliking the teacher: student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144-158.
  • Myers, D. & Deiner, E. (1995). Who is happy. American Psychological Society. 6,1-19.
  • Nussbaum, J. F. (1992). Effective teacher behaviors. Communication education, 41(2), 167-180.
  • Park, S.,& Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Rese-arch in science Education, 38(3), 261-284. Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a
  • Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4), 23-29.
  • Prager, K. J. (1997). The psychology of intimacy. Guilford Press.Psychologist, 55, 5–14. realize your potential for lasting fulfillment. New York: Free Press.regulation and classroom mana-gement. Theory Into Practice, 48(2), 130-137. Review of Educational Research, 62(1), 1-35.
  • Reynolds, A. (1992). What is competent beginning teaching? A review of the literature.
  • Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2011). Can you recognize an effecti-ve teacher when you recruit one?.Education, 6(1), 43-74.
  • Rushton, S., Morgan, J., & Richard, M. (2007). Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits. Teaching and Teacher Education, 23(4), 432-441.
  • Ryan, R. /Vl.,& Grolnick, W. S. (1986). Origins and pawns in theclassroom: Self-report and projective assessments of individual differencesin children's perceptions. Journal ¢)f Persona-lity and SocialPsychology, 5(2Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to
  • Seligman, M. E. P.,& Csikszentmihalyi, M. (2000). Positive psychology. American
  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S.
  • Skinner, E. A. (1995). Perceived control, motivation, & coping (Vol. 8). Sage Publications.
  • Skinner, E. A.,& Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of educational psyc-hology, 85(4), 571-581.
  • Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?.Journal of Educational Psychology, 100(4), 765-781.
  • Sparks, R.,& Lipka, R. P. (1992). Characteristics of master teachers: Personality factors, self-concept, locus of control, and pupil control ideology. Journal of Personnel Evaluation in Edu-cation, 5(3), 303-311.
  • Spilt, Koomen, & Thijs, (2011). ‘Teacher wellbeing: The importance of teacher–student relati-onships’. Educational Psychology Review, 23 (4), 457–477.
  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teahers' emtion theory of cogniti-ve/motivational mediators. Applied Psychology, 41(4), 359-376.
  • Sümbüloğlu, K., & Sümbüloğlu, V. (2010). Biyoistatistik. Hatiboğlu Yayıncılık: Anakara
  • Thibodeau, G. P.,& Hillman, S. J. (2003). In retrospect: Teachers who made a diffe-rence from the perspective of pre-service and experienced teachers. Education, 124(1), 168-181.
  • Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehavior and emotional exhaustion: The importance of teacher efficacy beliefs and emotional regulation. Educational Psychology, 30, 173–189.
  • Utley, B. L., Basile, C. G., & Rhodes, L. K. (2003). Walking in two worlds: master teachers serving as site coordinators in partner schools. Teaching and Teacher Education, 19(5), 515-528.
  • Walls, R. T., Nardi, A. H., Minden, A. M. V., & Hoffman, N. (2002). The Characteristics of Effective andIneffective Teachers. Teacher Education Quarterly, 29(1), 39-48.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Diğer ID 2148
Bölüm Derleme Makale
Yazarlar

Ali Eryılmaz

Hafız Bek

Yayımlanma Tarihi 15 Temmuz 2018
Kabul Tarihi 20 Ağustos 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 26 Sayı: 4

Kaynak Göster

APA Eryılmaz, A., & Bek, H. (2018). “Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi. Kastamonu Education Journal, 26(4), 1297-1306. https://doi.org/10.24106/kefdergi.369825