Öğretmenlerin Mesleki İşbirliği: Mevcut Durum, Engeller ve Öneriler

Year 2022, Volume: 55 Issue: 3, 1023 - 1043, 30.11.2022

Kürşad Yılmaz

https://doi.org/10.30964/auebfd.1143251

Cited By: 1

Abstract

Öğretmenlerin işbirliğine yönelik tutumlarını ve uygulamadaki durumu merkeziyetçi bir eğitim sisteminde inceleyen az sayıda çalışma vardır. Bu araştırmada, Türkiye’de öğretmenlerin mesleki işbirliğine yönelik tutumları ve işbirliği uygulamaları incelenmiştir. Karma yöntemli araştırmanın nicel kısmında 274; nitel kısmında ise 53 öğretmenden veri toplanmıştır. Elde edilen sonuçlara göre, Türkiye’de öğretmenler işbirliğine yönelik olumlu bir tutuma sahiptir. Ancak bu olumlu tutumlar davranışlara daha düşük düzeyde yansımaktadır. Mesleki işbirliği denildiğinde öğretmenlerin aklına ilk önce aynı branştaki öğretmenler ile yapılan çalışmalar gelmektedir. Öğretmenler, merkeziyetçi sistemin de etkisi ile resmi toplantı (öğretmenler kurulu vb.) ya da çalışma gruplarını işbirliği çalışması olarak belirtmiştir. Katılımcılar en çok eğitim-öğretim etkinlikleri ve öğrencilerin kişilik gelişimi konularında işbirliği yapmakta; informal olarak yaptıkları sohbetleri ve günlük konuşmaları işbirliği olarak görmektedir. Öğretmenlere göre mesleki işbirliği çalışmaları genel olarak okul iklimine önemli katkılar yapmakta, öğretmenlerin iş doyumunu, motivasyonunu ve performansını yükseltmekte; aidiyet duygusunu artırmakta; okulun sorun çözme becerisini geliştirmekte ve öğrencilere yararlı olmaktadır. Katılımcılar, genel olarak mesleki işbirliği çalışmalarının olumsuz bir yönünü belirtmemiştir. İşbirliği çalışmalarının önündeki en önemli engeller öğretmenlerin kişilik farklılıklarından ve eğitim sisteminden kaynaklanmaktadır. Öğretmenler, bazı öğretmenlerin ünlü olma çabasını ve merkezi sınavlara dayalı rekabet ortamını önemli engeller olarak belirtmiştir. Katılımcılara göre mesleki işbirliği çalışmalarını artırmak için iletişimi artırıcı ve özendirici önlemler alınması gereklidir.

Keywords

Öğretmenlerin mesleki işbirliği, tutum, işbirliği davranışları, Türk eğitim sistemi

Teachers’ Professional Collaboration: Current Status, Barriers and Suggestions

Abstract

There are few studies examining teachers’ attitudes towards collaboration and the situation in practice in a centralized education system. In this research, teachers’ attitudes towards professional collaboration and collaboration behaviours in Turkey were examined via mixed method research. The data were collected from 274 teachers for the quantitative part and the qualitative part consisted of 53 teachers as participants. According to the results, teachers have a positive attitude towards collaboration. However, these positive attitudes are reflected in behaviours at a lower level. When it comes to professional collaboration, teachers immediately think of the work which is carried out with teachers in the same branch. With the effect of the centralized system, teachers in the study defined official meetings or working groups as collaboration activities. They mostly collaborate on the issues such as ‘educational activities and personality development of students’. They also indicated informal conversations and daily conversations as collaboration. According to the teachers, professional collaboration studies make important contributions to the school climate in general, increase teachers’ job satisfaction, motivation, performance and their sense of belonging. Moreover, teachers also stated that these studies improve the problem-solving skills of the school and they are beneficial to the students as well.

Keywords

Teachers’ professional collaboration, Attitudes, Collaboration behaviours, Centralised education system, Turkey, Öğretmenlerin mesleki işbirliği, tutum, işbirliği davranışları, Türk eğitim sistemi

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