Öğrencilerin Algıladıkları Öğretmen Nitelikleri ile Sosyoekonomik Düzeyi Yüksek ve Düşük Öğrencilerin Başarıları Arasındaki İlişki

Year 2022, , 293 - 320, 27.04.2022

Sibel İnci , Volkan Hasan Kaya

https://doi.org/10.14812/cuefd.873723

Cited By: 2

Abstract

Öğretmen nitelikleri, öğrencilerin başarısında önemli bir rol oynar. Ancak genel olarak dezavantajlı öğrenciler, avantajlı öğrenciler kadar öğretmen desteğinden yararlanma fırsatına sahip olamayabilirler. Bu nedenle, bu çalışma, öğretmen nitelikleri ile sosyoekonomik düzeyi yüksek ve düşük öğrencilerin matematik ve fen okuryazarlığı ve okuma başarıları arasındaki ilişkiyi ortaya çıkarmayı amaçlamaktadır. Veriler, Uluslararası Öğrenci Değerlendirme Programı (PISA) 2018 veri setinden edinilmiştir. Çalışma, %25 düşük sosyoekonomik düzey ve %25 yüksek sosyoekonomik düzeydeki öğrencilerden oluşan bir örneklemle ilişkisel model kullanılan nicel bir analizdir. Bu çalışmanın bulguları, uyarlanabilir öğretimin, öğretmen yönlendirmeli öğretimin ve disiplin ikliminin yüksek sosyoekonomik düzeydeki öğrenciler üzerinde düşük sosyoekonomik düzeydeki öğrencilere göre daha olumlu bir etkisi olduğunu göstermektedir. Ancak, öğretmen bilişsel geri bildiriminin her iki öğrenci grubunun tüm alanlardaki başarısı üzerindeki etkisi olumsuzdur.

Keywords

öğretmen niteliği; öğretmen desteği; sosyoekonomik durum; disiplin iklimi; PISA

The Relationship between the Teacher Qualities Perceived by Students and the Achievements of High and Low Socioeconomic Level Students

Abstract

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

Keywords

teacher qualities, teacher support, socioeconomic status, disciplinary climate, PISA

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