Okul Öncesi Öğretmen Adaylarında Benlik Algısının Sosyal-Duygusal Yeterliği Yordayıcı Rolü

Abstract

Sosyal-duygusal öğrenme; bireylerin yaşamları boyunca kendi sosyal-duygusal beceri ve yeteneklerini geliştiren bir süreçtir. Bireylerin duygularının farkında olma ve yönetme, hedef belirleme ve hedefe ulaşma, farklı bakış açılarına saygı duyma, çevreyle olumlu ilişki kurma ve sürdürme, karar alma, ilişkilerde yapıcı olma gibi birtakım özellikleri içinde barındırmaktadır. Çocukların sosyal-duygusal becerilerini, öğretmenlerin sosyal-duygusal yeterlilikleri önemli derecede etkilemektedir. Çocuklara sosyal-duygusal becerileri öğretmek ve bu becerilerini geliştirmek için öğreten kişinin yani öğretmenin birtakım sosyal-duygusal yeterliliğe sahip olması çok önemlidir. Çocukları okul kavramı ile ilk kez tanıştıracak olan okul öncesi öğretmeninin olumlu benlik algısı ve sosyal-duygusal yetkinliği; çocukları okula hazırlama ve okula uyumlarının sağlanmasında oldukça önemlidir. Ancak, öğretmenin bu becerileri hizmet öncesi eğitim sırasında edinmiş olması beklenmektedir. Bu bilgiler ışığında bu araştırmada, okul öncesi öğretmen adaylarının sosyal-duygusal yeterlilikleri ve benlik algısı arasındaki ilişki incelenmiştir. Böylece, okul öncesi öğretmen adaylarının sosyal-duygusal yeterlilikleri ve benlik algısı arasında anlamlı bir ilişki olup olmadığı incelenmiş ve sosyal-duygusal yeterliğin benlik algısını ne ölçüde yordadağı araştırılmıştır. Araştırma verilerinin toplanmasında Sosyal-Duygusal Yeterlilik Anketi ve Benlik Kuramı Ölçeği kullanılmıştır. Araştırma bulguları öğretmen adaylarının benlik algısının sosyal-duygusal yeterliği anlamlı düzeyde yordadığına işaret etmektedir.

Keywords

• sosyal-duygusal yeterlik
• benlik algısı
• öğretmen adayı

Predictive Role of Self-Perception on Social-Emotional Competence in Pre-Service Preschool Teacher

Abstract

Social-emotional learning is a lifelong process in which individuals develop their social-emotional skills and abilities. It encompasses various characteristics such as being aware of and managing emotions, setting and achieving goals, respecting different perspectives, establishing and maintaining positive relationships with the environment, making decisions, and being constructive in relationships. The social-emotional competencies of teachers significantly influence children's social-emotional skills. To teach and develop children's social-emotional skills, it is crucial for the teacher—the one who teaches—to possess a certain level of social-emotional competence. The preschool teacher, who introduces children to the concept of school for the first time, plays a critical role in preparing children for school and ensuring their adaptation. Their positive self-perception and social-emotional competence are vital in this regard. However, it is expected that teachers will acquire these skills during pre-service training. Considering this information, this study examines the relationship between the social-emotional competencies and self-perception of pre-service preschool teachers. Accordingly, it investigates whether there is a significant relationship between pre-service preschool teachers' social-emotional competencies and self-perception and to what extent social-emotional competence predicts self-perception. The data for the study were collected using the Social-Emotional Competence Questionnaire and the Self-Theory Scale. The research findings indicate that pre-service teachers' self-perception significantly predicts their social-emotional competence.

Keywords

• Social-emotional competence
• self perception
• pre-service teacher

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