Çevrimiçi Öğrenme Ortamlarında Öğretmen Rolü, Koronavirüs Korkusu ve Benlik Saygısı Arasındaki İlişkide Öğretmen Failliğinin Aracı Rolünün İncelenmes

Abstract

Koronavirüs dönemindeki ani dönüşüm, çevrimiçi eğitime hızlı bir geçişi zorunlu kılarak eğitimcilerin rol, faillik ve diğer birçok özelliğini etkilemiştir. Bu etkilerin ne düzeyde ve yönde olduğu, öğretmen ve akademisyenlerin bu zorlu zamanlarda benlik saygılarının nasıl etkilendiği gibi hususlar da merak konusu olmuştur. Bu çalışma, çevrimiçi öğrenme ortamlarında öğretmenlerin rol, faillik, koronavirüs korkusu ve benlik saygısı arasındaki ilişkiyi araştırmak amacı ile gerçekleştirilmiştir. İlk modele göre, öğretmen rolünün alt boyutları bağımsız değişken, benlik saygısı bağımlı değişken ve bu iki kavram arasındaki ilişkide öğretmen failliğinin alt boyutları aracı değişken olarak ele alınmıştır. İkinci model, koronavirüs korkusunun bağımsız değişken, benlik saygısının bağımlı değişken olarak ele almış ve bu iki değişkenin arasındaki bağlantısında öğretmen failliğinin alt boyutlarının aracı rolünü incelemiştir. Bulgular, sosyal ve pedagojik rollerin bağımsız değişken olduğu durumlarda öğretme etkililiği ve iyimserlik alt boyutlarının aracılık rollerinin anlamlı olduğunu göstermektedir. İletişimci rol bağımsız değişken olduğunda ise, öğretme etkililiği ve iyimserliğe ek olarak yapıcı katılım alt boyutunun da aracı etkisinin anlamlı olduğu tespit edilmiştir. Koronavirüs korkusunun benlik saygısı üzerindeki negatif yordayıcı etkisi her ne kadar anlamlı olsa da, bu modelde, öğretmen failliği alt boyutlarının hiçbirinin aracı rolü anlamlı bulunmamıştır. Sonuç olarak öğretmen failliğinin çevrimiçi ortamlarda, öğretmen rolleri ve benlik saygısı arasında önemli bir aracı görevi olduğu tespit edilmiştir. Bu çalışmanın bulguları ve ele alınan kavramlar ile alakalı olarak gelecekte yapılacak çalışmalar için çeşitli önerilerde bulunulmuştur

Keywords

• Koronavirüs korkusu
• Öğretmen rolü
• Öğretmen failliği
• Benlik saygısı

Examining the Mediating Role of Teacher Agency in the Relationship between Teacher Role, Coronavirus Fear and Self-Esteem in Online Learning Environments

Abstract

The sudden transformation during the coronavirus period has forced a rapid transition to online education, affecting the role, agency and many other characteristics of educators. The level and direction of these effects and how teachers' and academics' self-esteem are affected in these challenging times was a matter of curiosity. This study investigated the relationship between teachers' role, agency, fear of coronavirus and self-esteem in online learning environments. According to the first model, the sub-dimensions of teacher role were considered as independent, self-esteem as a dependent variable, and the sub-dimensions of teacher agency as a mediating variable in the relationship between these two concepts. The second model considered fear of coronavirus as the independent, self-esteem as the dependent variable, and examined the mediating role of the sub-dimensions of teacher agency in the link between these two variables. The findings show that the mediating roles of teaching effectiveness and optimism sub-dimensions are significant when social and pedagogical roles are independent variables. When the communicative role was the independent variable, the mediating effect of the constructive engagement sub-dimension was significant in addition to teaching effectiveness and optimism. Although the negative predictive effect of fear of coronavirus on self-esteem was significant, the mediating role of none of the teacher agency sub-dimensions was significant. As a result, teacher agency was an important mediator between teacher roles and self-esteem in online environments. In relation to the findings of this study and the concepts discussed, various suggestions were made for future studies.

Keywords

• Coronavirus fear
• Teacher role
• Teacher agency
• Self-esteem

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