Sınıf Öğretmenlerinin Eğitim Programları Okuryazarlığı Becerilerinin Eğitim Programlarını Değerlendirmelerini Yordaması

Abstract

Bu çalışma, Bolat (2017) tarafından geliştirilen "Program Okuryazarlığı Ölçeği" ve Baş (2016) tarafından geliştirilen "Program Değerlendirme Ölçeği" kullanılarak sınıf öğretmenlerinin program okuryazarlığının program değerlendirme düzeylerini ne düzeyde açıkladığını tahmin etmeyi amaçlamaktadır. Ayrıca, cinsiyet, yaş, kıdem ve mezun olunan fakülte türü gibi katılımcı demografik özelliklerinin bu beceriler üzerindeki etkisini belirlemeyi amaçlamaktadır. Tarama tasarımı ve rastgele örnekleme yaklaşımı ile nicel bir araştırma yöntemi kullanılmıştır. Çalışmaya 2023-2024 akademik yılında devlet okullarından 380 sınıf öğretmeni katıldı. Elde edilen veriler ile betimsel analizler, bağımsız t-testleri, ANOVA testleri, Tukey'in HSD testi ve Basit Doğrusal Regresyon kullanarak analiz edildi. Analiz, öğretmen yaşı, kıdem ve mezun olunan fakülteye dayalı olarak program okuryazarlığında anlamlı farklılıklar (p<.05) olduğunu ortaya çıkardı. Ayrıca, program değerlendirme becerileri cinsiyet, kıdem ve mezun olunan değişkenlerine göre farklılık gösterdi. Önemli olarak, çalışma ile program okuryazarlığının program değerlendirme becerilerinin seviyesini pozitif şekilde yordadığı görüldü. Bu sonuçlar öğretmenlerin program bilgisi ile programı etkili bir şekilde değerlendirme yetenekleri arasında bir bağlantı olduğunu göstermektedir.

Keywords

• Program değerlendirmesi
• Program okuryazarlığı
• Sınıf öğretmeni

Predicting Classroom Teachers' Program Evaluation Skills from Program Literacy

Abstract

This study aims to predict the level to which classroom teachers' program literacy explains their program evaluation level, utilizing the "Program Literacy Scale" developed by Bolat (2017) and the "Program Evaluation Scale" developed by Baş (2016). Additionally, we seek to determine the impact of participant demographics, including gender, age, seniority, and faculty type graduated, on these skills. We employed a quantitative research method with a scanning design and a random sampling approach. The study involved 380 classroom teachers from state schools during the 2023-2024 academic year. We analysed the obtained data by using descriptive analyses, independent t-tests, ANOVA tests, Tukey's HSD test, and Simple Linear Regression. Analysis revealed significant differences (p<.05) in program literacy based on teacher age, seniority, and faculty graduation. Additionally, program evaluation skills differed based on gender, seniority, and faculty graduation factors. Importantly, the study found that program literacy positively predicted the level of program evaluation skills. These results suggest a link between teachers' program knowledge and their capability to evaluate program effectively.

Keywords

• Program evaluation
• Program literacy
• Classroom teacher

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