ÖĞRETMEN ÖZERKLİĞİ VE ÖĞRETİM DUYGU DURUMLARI ARASINDAKİ DİNAMİK İLİŞKİ

Year 2024, Issue: 47, 30 - 64, 28.08.2024

Derya Karadeniz , Seval Fer , Fatih Karataş

https://doi.org/10.14520/adyusbd.1477269

Abstract

Öğretmenlerin özerklik algıları ile öğretim duygu durumları arasındaki ilişkinin incelendiği bu çalışma, Konya'da farklı eğitim kademelerinde görev yapan 264 öğretmen üzerinde gerçekleştirilmiştir. Bulgular, öğretmenlerin en yüksek özerklik algısına sınıf düzeyinde, en düşük özerklik algısına ise okul düzeyinde sahip olduğunu göstermiştir. Öğretmenlerin öğretim duyguları incelendiğinde, olumlu duygular arasında en yüksek olanın keyif alma duygusu, en düşük olanın ise gurur duygusu olduğu bulunmuştur. Olumsuz duygular arasında ise en yüksek duygu hayal kırıklığı, en düşük duygu ise kaygıdır. Daha da önemlisi, daha yüksek özerklik algısı daha fazla olumlu ve daha az olumsuz duyguyla ilişkili bulunmuştur; bu da özerkliğin öğretmenlerin öğretim duygu durumları üzerinde olumlu bir etkisi olabileceğini düşündürmektedir. Araştırma, öğretmen özerkliğini teşvik etmenin, öğretmenlerin sınıftaki olumlu duygusal deneyimlerini arttırmak için önemli bir strateji olabileceğini göstermektedir.

Keywords

Öğretim duygu durumları, öğretmen özerkliği, sınıfta özerklik, okulda özerklik

THE DYNAMIC RELATIONSHIP BETWEEN TEACHER AUTONOMY AND INSTRUCTIONAL EMOTIONS

Abstract

This research examines the relationship between teachers' perceptions of autonomy and their instructional emotions. The sample included 264 teachers working at various educational levels in Konya, Turkey. The findings showed that teachers had the highest perception of autonomy at the classroom level and the lowest perception at the school level. When teachers' instructional emotions were examined, it was found that among the positive emotions, the highest was the feeling of enjoyment and the lowest was the feeling of pride. Among the negative emotions, the highest was the feeling of disappointment and the lowest was the feeling of anxiety. Importantly, higher perceptions of autonomy were found to be associated with more positive and fewer negative emotions, suggesting that autonomy may have a positive effect on teachers' instructional emotional states. The research indicates that fostering teacher autonomy could be an important strategy for enhancing teachers' positive emotional experiences in the classroom.

Keywords

Instructional emotions, teacher autonomy, classroom autonomy, school autonomy

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