Öğretmenin Algıladığı Disiplinin ve Mesleki Gelişim Engellerinin Öz-Yeterlik ve Öğretim Uygulamaları ile İlişkileri

Öz

Bu çalışma, öğretmenin algıladığı disiplin ile mesleki gelişim engellerinin, öğretmen öz-yeterliği ve öğretim uygulamaları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırmada, TALIS 2018 Türkiye veri setinden elde edilen 8.342 öğretmene ait veriler kullanılmıştır. Değişkenler arasındaki ilişkileri incelemek için Bayesci parametre kestirimine dayalı bir yapısal eşitlik modeli oluşturulmuştur. Bulgular, algılanan disiplinin öğretim uygulamaları ile doğrudan bir ilişkisi olmadığını göstermiştir. Ancak, bu ilişkinin öğretmen öz-yeterliği aracılığıyla dolaylı olarak kurulduğu tespit edilmiştir. Ayrıca, mesleki gelişim engellerinin, algılanan sınıf disiplin problemleri ile öğretim uygulamaları arasındaki hem doğrudan hem de dolaylı ilişkileri (öğretmen öz-yeterliği aracılığıyla) düzenleyebildiği görülmüştür. Nitekim düşük düzeydeki mesleki gelişim engellerinin, bu doğrudan ve dolaylı ilişkileri daha da güçlendirdiği belirlenmiştir. Bu sonuçlar, algılanan disiplin problemlerinin öğretmenlerin öz-yeterliğini olumsuz yönde etkileyerek öğretim uygulamaları üzerinde dolaylı bir zarara yol açabileceğine işaret etmektedir. Ayrıca, mesleki gelişim engellerinin düşük olduğu durumlarda, bu olumsuz etkilerin daha belirgin hale geldiği anlaşılmaktadır. Çalışma, elde edilen bulgular ışığında politika yapıcılara, eğitim uygulayıcılarına ve araştırmacılara yönelik çeşitli öneriler sunularak tamamlanmıştır.

Relationships of Teacher’ Perceived Disciplinary and Professional Development Barriers with Self-Efficacy and Teaching Practices

Abstract

This study aims to examine the relationship between teacher’ perceived disciplinary, professional development barriers, teacher self-efficacy, and teaching practices. The research utilizes data from 8.342 teachers obtained from the TALIS 2018 Turkey dataset. A structural equation model based on Bayesian parameter estimation was developed to analyze the relationships between the variables. The findings revealed that teacher’ perceived disciplinary had no direct relationship with teaching practices. However, it was determined that this relationship is established indirectly through teacher self-efficacy. Furthermore, professional development barriers were found to moderate both the direct and indirect relationships (via teacher self-efficacy) between perceived classroom discipline problems and teaching practices. Indeed, it was determined that lower levels of professional development barriers strengthened these direct and indirect relationships. These results indicate that perceived classroom discipline problems can negatively impact teachers' self-efficacy, thereby indirectly harming teaching practices. Additionally, it is understood that these negative effects may be more pronounced in situations where professional development barriers are low. The study concludes by offering various recommendations for policymakers, educational practitioners, and researchers, based on the findings.

Keywords

• Classroom discipline problems
• teacher self-efficacy
• teaching practices
• professional development barriers.

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