Sınıf Öğretmenlerinin İyi Oluş Okuryazarlıklarının İncelenmesi

Abstract

Bu çalışmada sınıf öğretmenlerinin iyi oluş okuryazarlıklarının incelenmesi amaçlanmıştır. Bu temel amaç kapsamında sınıf öğretmenlerinin iyi oluş kavramı hakkında bilgi sahibi olup olmadıkları, iyi oluş kavramını nasıl tanımladıklarını ve hangi davranışlar yoluyla kendilerinin, başkalarının ve öğrencilerinin iyi oluşlarını artırdıkları incelenmiştir. Bu araştırma betimsel bir çalışmadır ve temel nitel araştırma yöntemi kullanılmıştır. Veri toplama aracı olarak kişisel bilgi formu ve araştırmacılar tarafından hazırlanan görüşme formu kullanılmıştır. Araştırmanın çalışma grubu Türkiye’nin çeşitli şehirlerinde Milli Eğitim Bakanlığı’na bağlı özel ve devlet okullarında çalışan 6 kadın (%46.15), 7 erkek (%53.85) olmak üzere toplam 13 sınıf öğretmeninden oluşmaktadır. Araştırma sonucunda sınıf öğretmenlerinin önemli bir kısmının “iyi oluş” kavramıyla ilgili bilgi sahibi olmadıkları bulunmuştur. Ek olarak, katılımcılar iyi oluş kavramını en çok psikolojik ve öznel boyutlarda; en az ise fiziksel algıladıkları görülmüştür. Katılımcılar kendi iyi oluşlarını güçlendirmek için en çok sanatsal aktiviteler, sosyal aktiviteler ve psikolojik özbakım davranışları yapmaktadır. Başkalarının iyi oluşunu güçlendirmek için yaptıkları davranışlarda sosyal destek verme ve sosyal beceriler kategorileri öne çıkmaktadır. Ayrıca sınıf öğretmenlerinin öğrencilerinin iyi oluşlarını güçlendirmek için en fazla iletişim/sosyal beceriler ve öğretim yöntem ve teknikleri kategorilerinde cevaplar verdikleri görülmüştür. Bulgular ilgili alanyazın çerçevesinde tartışılarak araştırmacı ve uygulayıcılara yönelik öneriler sunulmuştur.

Keywords

• İyi oluş okuryazarlığı
• iyi oluş
• sınıf öğretmenleri
• pozitif eğitim uygulamaları

Investigation of Classroom Teachers' Well-Being Literacies

Abstract

This study examines the well-being literacy of classroom teachers. Within the scope of this primary purpose, it was investigated whether classroom teachers know about the concept of well-being, how they consider the concept of well-being, and what they do to increase the well-being of themselves, their students, and others. The research is a descriptive study and was conducted using a basic qualitative research design. The researchers prepared an interview form and a personal information form, and they were used as data collection tools. The study group consisted of a total of 13 classroom teachers, six female (46.15%) and seven male (53.85%), working in private and public schools in various provinces of Türkiye, affiliated with the Ministry of National Education. As a result of the research, it was found that a significant portion of classroom teachers did not know the concept of "well-being". Also, participants consider the concept of well-being mostly in psychological and subjective dimensions; they consider it least physically. Participants mainly behave in artistic activities, social activities and psychological self-care categories to strengthen their well-being. The categories of providing social support and social skills stand out in their behaviours to strengthen the well-being of others. In addition, classroom teachers mostly gave answers in the categories of communication/social skills and teaching methods and techniques to improve the well-being of their students. The findings were discussed within the framework of the related literature, and suggestions for researchers and practitioners were presented.

Keywords

• Well-being literacy
• well-being
• classroom teachers
• positive educational practices

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