Abstract
Bu araştırmanın amacı mesleki öğrenme topluluğu ve kolektif öğretmen yeterliği arasındaki ilişkilerin incelenmesidir. Araştırma kapsamında 2018-2019 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde yer alan ilkokul ve ortaokullarda görev yapan toplam 600 öğretmene ulaşılmıştır. Ancak geri dönüt alınamayan, rastgele işaretlenmiş ve uç veri taşıyan ölçekler çıkarıldıktan sonra geriye kalan 327 ölçek araştırmanın örneklemini oluşturmuştur. Araştırmada veriler toplanırken mesleki öğrenme topluluğu ölçeği ve kolektif öğretmen yeterliği ölçeğinden faydalanılmıştır. Verilerin analizinde aritmetik ortalama, korelasyon analizi ve basit doğrusal regresyon analizi yöntemlerinden faydalanılmıştır. Araştırma sonuçlarına göre kolektif öğretmen yeterliği ve mesleki öğrenme topluluğu algısı katılıyorum düzeyindedir. Diğer yandan kolektif öğretmen yeterliği ile mesleki öğrenme topluluğu arasında pozitif yönde ve istatiksel olarak anlamlı orta düzeyde bir ilişki vardır. Ayrıca mesleki öğrenme topluluğu kolektif öğretmen yeterliğini pozitif yönde anlamlı olarak yordamaktadır.
References
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148. doi:10.1207/s15326985ep2802_3
- Bandura, A. (1997). Self efficacy the exercise of control. New York: W. H. Freeman Company.
- DuFour, R. (2004). What İs a “Professional Learning Community”? Educational leadership, 61 (8), 6-11.
- Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Auistin Texas: Southwest Educational Development Laboratory.
- Voelkel, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526. doi:10.1080/09243453.2017.1299015
Abstract
The purpose of this study was to examine the relationship between professional development community and collective teacher efficacy. The study was conducted using a cross-sectional survey. The data were collected through the Professional Learning Community Scale and the Collective Teacher Belief Scale with a sample of 327 teachers. The analysis of the data included arithmetic mean, correlation analysis, and simple linear regression analysis. Findings showed that the perception of collective teacher efficacy and professional learning community was at the level of Agree. On the other hand, a positive and statistically significant moderate relationship was found between collective teacher efficacy and professional learning community. Besides, professional learning community positively and significantly predicted collective teacher efficacy.
Keywords
Professional Learning Community Collective Teacher Efficacy Teacher Collaboration Professional Sharing
References
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117-148. doi:10.1207/s15326985ep2802_3
- Bandura, A. (1997). Self efficacy the exercise of control. New York: W. H. Freeman Company.
- DuFour, R. (2004). What İs a “Professional Learning Community”? Educational leadership, 61 (8), 6-11.
- Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Auistin Texas: Southwest Educational Development Laboratory.
- Voelkel, R. H., & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505-526. doi:10.1080/09243453.2017.1299015
Details
| Primary Language | English |
|---|---|
| Subjects | Special Education and Disabled Education |
| Journal Section | Araştırma Makaleleri |
| Authors | |
| Early Pub Date | June 25, 2021 |
| Publication Date | June 25, 2021 |
| Submission Date | May 21, 2021 |
| Acceptance Date | May 30, 2021 |
| Published in Issue | Year 2021 Volume: 4 Issue: 1 |
