Öğretim Elemanlarının İletişim Becerilerinin Öğretmen Adaylarının Öğrenmeye Yönelik Tutumlarına Etkileri: Umut ve Öz-Yeterliğin Rolü

Year 2025, Volume: 54 Issue: 1, 174 - 203, 30.04.2025

İsa Yıldırım

https://doi.org/10.14812/cuefd.1472772

Abstract

Araştırmada öğretmen adaylarının öğretmen yetiştirme programından yararlanma düzeylerini etkileyecek bir değişken olarak mesleki geleceklerine ilişkin karamsarlıkları ve umutsuzlukları tartışılmaktadır. Araştırmanın amacı, öğretim elemanlarının iletişim becerilerinin öğretmen adaylarının öğrenmeye yönelik tutumları üzerindeki dolaylı etkisinin sürekli umut değişkeninin düzeyine bağlı olup olmadığını ortaya çıkarmaktır. İlişkisel desende gerçekleştirilen araştırmaya, bir kamu üniversitesi eğitim fakültesinin üçüncü ve dördüncü sınıflarında öğrenim gören 388 öğretmen adayı gönüllü olarak katılmıştır. Bulgulara göre öğretim elemanlarının iletişim becerileri, öğretmen adaylarının öz yeterliklerini ve dolaylı olarak öğrenmeye yönelik tutumlarını geliştirebilmektedir. Öz yeterlikteki artışın öğrenmeye yönelik tutumu olumlu yönde etkilemesi için öğretmen adaylarının sürekli umut düzeylerinin düşük olmaması gerekir. Öğretim elemanlarının iletişim becerilerinin öğretmen adaylarının öz-yeterlikleri aracılığıyla öğrenmeye yönelik tutumlarına etkisi, öğretmen adaylarının umut düzeylerinin yüksek olmasına bağlıdır.

Keywords

Öğretmen Yetiştirme , Öğretmen Eğitimi , Üniversite Öğrencileri , Özyeterlik İnançları , Öğretmen Adayları.

The Effects of Instructors' Communication Skills on Prospective Teachers' Attitudes Towards Learning: The Role of Hope and Self-Efficacy

Abstract

The study discusses the pessimism and hopelessness about professional futures as variables that may influence teacher candidates’ ability to benefit from the teacher training programs. The aim of the study is to reveal whether the indirect effect of faculty members' communication skills on teacher candidates' attitudes towards learning depends on the level of the variable “dispositional hope.” Conducted with a relational design, 388 teacher candidates studying in the third and fourth grades at the faculty of education of a public university, voluntarily participated in the research. According to the findings, communication skills of instructors can improve teacher candidates' self-efficacy, which in turn positively impacts their attitudes toward learning. For the increase in self-efficacy to positively affect the attitude towards learning, teacher candidates must not have low levels of dispositional hope. The effect of instructors' communication skills on pre-service teachers' attitudes toward learning through their self-efficacy depends on their high levels of hope.

Keywords

Teacher Training , Teacher Education , University Students , Self-efficacy Beliefs , Teacher Candidates.

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