Öğretmen Algılarına Göre 21. Yüzyıl Becerileri Öğretimini Etkileyen Faktörler

Abstract

Bu çalışmanın amacı öğretmenlerin mevcut anlam, yenilikçi davranış, tükenmişlik, örgütsel değişime açıklık ve müdürlerin etik liderliğine ilişkin algılarının, 21. yüzyıl becerilerinin öğretimi üzerindeki etkisini araştırmaktır. Araştırma, bu faktörlerin bireysel veya toplu olarak öğretmenlerin sınıfta 21. yüzyıl becerilerini kazandırmaya hazır olma durumlarını ve yeteneklerini etkileyip etkilemediğini belirlemeyi amaçlamaktadır. Nicel yaklaşım ile tasarlanan bu çalışmada, 2022-2023 eğitim yılında Şanlıurfa’da görev yapan 799 öğretmenden veri toplanmıştır. Sonuçlar, mevcut anlamdan 21. yüzyıl becerilerinin öğretimine kadar çalışmadaki tüm boyutlar arasında anlamlı ilişkilerin olduğunu göstermektedir. Özellikle, öğretmenlerin mevcut anlam algısı ve tükenmişliği negatif yönde ilişkiliyken, yenilikçi davranış, örgütsel değişime açıklık ve 21. yüzyıl becerilerinin öğretimi pozitif yönde ilişkilidir. Çoklu regresyon analizi, yenilikçi davranış, örgütsel değişime açıklık ve algılanan etik liderliğin 21. yüzyıl becerileri öğretimini anlamlı bir şekilde yordayan olgular olduğunu, mevcut anlamın ve tükenmişliğin ise modele anlamlı bir katkı sağlamadığını ortaya koymaktadır. Makale sonunda açıklama ve önerilere yer verilmiştir.

Keywords

• 21. Yüzyıl Becerileri Öğretimi
• Yenilikçi Davranış
• Tükenmişlik
• Etik Liderlik
• Anlam
• Örgütsel Değişime Açıklık

Factors Affecting the Teaching of 21st Century Skills According to Teachers' Perceptions

Abstract

This study investigates teachers' perceptions about the presence of meaning, innovative behavior, burnout, openness toward organizational change, and principals' ethical leadership, focusing on their implications for 21st-century skills teaching. The research aims to determine if these factors individually or collectively influence teachers' readiness and capability to impart 21st-century skills in the class. Employing a quantitative, cross-sectional survey design, the study gathered data from 799 teachers who completed surveys in Şanlıurfa/ Türkiye during the academic year 2022-2023. Results indicate significant relationships among all constructs in the study, from the presence of meaning to 21st-century skills teaching. Specifically, while teachers' perceptions of meaning and burnout are negatively correlated, innovative behavior, openness toward organizational change, and 21st-century skills teaching are positively correlated. The multiple regression analysis reveals that innovative behavior, openness toward organizational change, and perceived ethical leadership significantly predict 21st-century skills teaching while the presence of meaning and burnout do not contribute to the model significantly. Further explanations and suggestions are provided at the end of the paper.

Keywords

• 21st-Century Skills Teaching
• Innovative Behavior
• Burnout
• Ethical Leadership
• Presence of Meaning
• Openness Towards Organizational Change

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