Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü

İmray Nur

doi:10.53444/deubefd.1400516

EN TR

Preschool Teacher’ Subjective Wellbeing: The Role of Self-Efficacy and Emotion Regulation

Abstract

Teachers' subjective well-being, in other words their professional happiness, is one of the critical factors that affect the creation of a classroom environment that supports children's development and learning.Therefore, more research is needed to determine ways to support the subjective well-being of preschool teachers.The aim of the present study was to analyze the predictive role of emotion regulation strategies and self-efficacy perceptions in the subjective well-being of preschool teachers.The participants of the study consisted of 275 pre-school teachers working in kindergartens with the Ministry of Education in the Gaziantep, Adana and Osmaniye.Participants completed the Emotion Regulation Scale, Teacher Self-Efficacy Scale, and Teacher Subjective Well-Being Scale. Hierarchical regression analysis was used to analyze the research data.The effect size of the independent variables (partial correlations, r) and the effect size of the model as a whole (f2) were calculated.Findings showed that reappraisal of emotions was a significant predictor of preschool teachers' subjective well-being.In addition, teachers' self-efficacy perceptions towards classroom management are an important determinant of their subjective well-being. The results show that efforts to support preschool teachers' emotional regulation skills and self-efficacy may be effective in protecting and positively improving their subjective well-being.

Keywords

Preschool teachers, subjective well-being, emotion regulation, self-efficacy

Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü

Abstract

Öğretmenlerin öznel iyi oluşları, başka bir ifade ile mesleki mutlulukları, çocukların gelişim ve öğrenmelerini destekleyen bir sınıf ortamının oluşturulmasına etki eden önemli unsurlardan biridir. Bu nedenle okul öncesi öğretmenlerin öznel iyi oluşlarını desteklemenin yollarını belirlemeye yönelik daha fazla araştırmaya ihtiyaç vardır. Bu çalışmada, okul öncesi öğretmenlerin öznel iyi oluşlarında duygu düzenleme stratejileri ve özyeterlik algılarının yordayıcı rolünün incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Gaziantep, Adana ve Osmaniye illerinde MEB’e bağlı anaokulları ve anasınıflarında görev yapan 275 okul öncesi öğretmeni oluşturmuştur. Katılımcılar, Duygu Düzenleme Ölçeği, Öğretmen Özyeterlik Ölçeği ve Öğretmen Öznel İyi Oluş Ölçeğini’ni tamamlamışlardır. Araştırma verilerinin analizinde hiyerarşik regresyon analizi kullanılmıştır. Bağımsız değişkenlerin etki büyüklüğü (kısmi korelasyonlar, r) ve modelin bir bütün olarak etki büyüklüğü (f2) hesaplanmıştır. Bulgular, duygu düzenleme stratejilerinden duyguların yeniden değerlendirilmesinin, okul öncesi öğretmenlerinin öznel iyi oluşlarının anlamlı bir yordayıcısı olduğunu göstermiştir. Ayrıca öğretmenlerin sınıf yönetimine yönelik özyeterlik algıları öznel iyi oluşlarının önemli bir belirleyicidir. Sonuçlar, okul öncesi öğretmenlerinin duygu düzenleme becerilerini ve özyeterliklerini desteklemeye yönelik çabaların öznel refahının korunmasında ve olumlu yönde gelişmesinde etkili olabileceğini göstermecedir.

Keywords

Okul öncesi öğretmeni, öznel iyi oluş, duygu düzenleme, özyeterlik

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Details

Primary Language

Turkish

Subjects

Early Childhood Education

Journal Section

Research Article

Authors

İmray Nur ^*
0000-0002-1905-1655
Türkiye

Publication Date

September 27, 2024

Submission Date

December 5, 2023

Acceptance Date

May 3, 2024

Published in Issue

Year 2024 Number: 61

DOI

https://doi.org/10.53444/deubefd.1400516

IZ

https://izlik.org/JA48TZ97BG

APA

Nur, İ. (2024). Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 61, 1950-1966. https://doi.org/10.53444/deubefd.1400516

AMA

1.Nur İ. Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2024;(61):1950-1966. doi:10.53444/deubefd.1400516

Chicago

Nur, İmray. 2024. “Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri Ve Öz Yeterlik Algılarının Rolü”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, nos. 61: 1950-66. https://doi.org/10.53444/deubefd.1400516.

EndNote

Nur İ (September 1, 2024) Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi 61 1950–1966.

IEEE

[1]İ. Nur, “Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü”, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 61, pp. 1950–1966, Sept. 2024, doi: 10.53444/deubefd.1400516.

ISNAD

Nur, İmray. “Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri Ve Öz Yeterlik Algılarının Rolü”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 61 (September 1, 2024): 1950-1966. https://doi.org/10.53444/deubefd.1400516.

JAMA

1.Nur İ. Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2024;:1950–1966.

MLA

Nur, İmray. “Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri Ve Öz Yeterlik Algılarının Rolü”. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 61, Sept. 2024, pp. 1950-66, doi:10.53444/deubefd.1400516.

Vancouver

1.İmray Nur. Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi. 2024 Sep. 1;(61):1950-66. doi:10.53444/deubefd.1400516

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