Ege Bilimsel Araştırmalar Dergisi 2687-6582 Uğur DOĞAN 10.58637/egebad.1684895 Early Childhood Education Okul Öncesi Eğitim Okul Öncesi Öğretmenlerinin Cinsiyet Rolleri ile Sınıf İçi Toplumsal Cinsiyet Rollerine Yönelik Algıları Arasındaki İlişkinin İncelenmesi Investigation of The Relationship Between Preschool Teachers' Perceptions of Gender Roles and In-Class Gender Roles https://orcid.org/0000-0003-1912-0064 Manici İrem İstanbul Okan Üniversitesi https://orcid.org/0000-0003-1579-8003 Büyüköksüz Engin İSTANBUL TEKNİK ÜNİVERSİTESİ, REKTÖRLÜK https://orcid.org/0000-0002-9317-5330 Korkmaz Tuğba İstanbul Okan Üniversitesi 12 30 2025 8 1 1 16 04 27 2025 12 29 2025 Copyright © 2018, Journal of Aegean Scientific Research 2018 Journal of Aegean Scientific Research

Bu araştırmada, okul öncesi öğretmenlerinin cinsiyetleri ile sınıf içi toplumsal cinsiyet rollerine ilişkin algıları arasındaki ilişkide cinsiyet rollerinin aracılık rolü incelenmiştir. Araştırmanın kuramsal temeli, erken çocukluk döneminde toplumsal cinsiyetin öğrenilmiş ve pekiştirilmiş bir yapı olması; öğretmenlerin inanç ve tutumlarının ise çocukların toplumsal cinsiyet algılarını doğrudan etkileyebilmesi üzerine kurulmuştur. Nicel araştırma deseninde yürütülen çalışmanın örneklemini İstanbul ili Tuzla ve Pendik ilçelerinde görev yapan 332 okul öncesi öğretmeni oluşturmuştur. Veri toplama sürecinde “Kişisel Bilgi Formu”, “Bem Cinsiyet Rolleri Envanteri” ve “Okul Öncesi Öğretmenlerinin Sınıf İçi Toplumsal Cinsiyet Algıları Ölçeği” kullanılmıştır. Veriler, PROCESS Macro aracılığıyla bootstrap temelli aracılık analizi ile değerlendirilmiştir. Bulgular, öğretmenlerin kadınsı cinsiyet rolü puanlarının, cinsiyet ile sınıf içi toplumsal cinsiyet algılarının dört alt boyutu arasındaki ilişkide anlamlı bir aracı değişken olduğunu göstermiştir. Erkeksi cinsiyet rolü ve sosyal beğenilirlik rollerinin ise aracılık etkisi anlamlı bulunmamıştır. Sonuçlar, öğretmenlerin sahip oldukları cinsiyet rolü özelliklerinin, sınıf içindeki söylem, tutum ve davranışlarını etkileyebileceğini ortaya koymaktadır. Araştırmanın sınırlılıkları örneklemin tek bölge ile sınırlı olması ve verilerin öz-bildirim ölçeklerinden elde edilmesidir. Bulgular, erken çocukluk eğitiminde toplumsal cinsiyet eşitliği çalışmalarının gerekliliğini vurgulamakta ve öğretmen eğitim programlarının geliştirilmesine yönelik öneriler sunmaktadır.

This study aimed to examine the mediating role of gender roles in the relationship between preschool teachers’ sex and their perceptions of in-class gender roles. Grounded in the theoretical assumption that gender is a socially constructed and reinforced phenomenon during early childhood, teachers’ beliefs and practices play a critical role in shaping children’s gender-related attitudes and behaviors. The study employed a quantitative research design and included 332 preschool teachers working in the Tuzla and Pendik districts of Istanbul. Data were collected using the “Personal Information Form,” the “Bem Gender Roles Inventory,” and the “Preschool Teachers’ Classroom Gender Perception Scale.” The analyses were conducted through PROCESS Macro using a bootstrap approach. Findings revealed that the feminine gender role significantly mediated the relationship between teachers’ sex and all four sub-dimensions of classroom gender role perceptions. In contrast, masculine and social desirability roles did not serve as significant mediators. These results indicate that teachers’ internalized gender role characteristics may influence their discourse, expectations, and behaviors in the classroom. Limitations of the study include the regional sample and reliance on self-report data. The findings underscore the need for gender-sensitive teacher education programs and contribute to the understanding of gender dynamics in early childhood education.

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