Okul Öncesi Öğretmenlerinin Öğrenmeye Yönelik Tutumları ve İş Doyumları: Karma Yöntem

Year 2026, Volume: 46 Issue: 1 , 75 - 96 , 27.04.2026

Tunahan Karaarslan , Semanur Sancılı , Gülçin Güven

https://doi.org/10.17152/gefad.1750198

https://izlik.org/JA29YZ64YG

Abstract

Bu çalışma, okul öncesi öğretmenlerinin öğrenmeye yönelik tutumları ile iş doyumları arasındaki ilişkiyi incelemeyi amaçlamaktadır. Eğitim kalitesini ve öğrenci başarısını doğrudan etkileyen bu iki faktör üzerine yapılan önceki araştırmaların çoğunluğu ortaöğretim düzeyine odaklanmış; erken çocukluk eğitimi alanı ise görece ihmal edilmiştir. Bu eksikliği gidermek amacıyla açıklayıcı sıralı karma yöntem deseni benimsenmiştir. Araştırmanın nicel aşamasında, İstanbul’un çeşitli ilçelerinde görev yapan 114 okul öncesi öğretmeninden toplanan veriler analiz edilmiştir. Ardından gerçekleştirilen nitel aşamada bu öğretmenlerden 25’iyle odak grup görüşmeleri yapılmıştır. Nicel bulgular, öğretmenlerin genel olarak öğrenmeye karşı olumlu tutumlar sergilediklerini ancak iş doyumlarının orta düzeyde kaldığını ortaya koymuştur. Özellikle düşük maaşlar iş doyumunu olumsuz etkilerken idari destek, meslektaşlarla kurulan olumlu ilişkiler ve çalışma ortamı gibi unsurların öğretmen memnuniyeti üzerinde olumlu etkileri olduğu saptanmıştır. Nitel veriler ise öğretmenlerin öğrenme motivasyonlarının hem içsel hem de dışsal faktörlerden etkilendiğini göstermiştir. Genel olarak çalışma, öğrenmeye yönelik tutumlar ile iş doyumu arasında anlamlı bir ilişki olmadığını ortaya koymuştur. Ancak öğretmenlerin öğrenmeye yönelik kaygıları ile öğrenmeye açıklıkları arasında negatif yönde, kaygıları ile genel öğrenmeye yönelik tutumları arasında pozitif yönde anlamlı ilişkiler saptanmıştır. Ayrıca öğretmenlerin öğrenmeye yönelik beklentileri, öğrenmeye açıklık ve öğrenmeye yönelik tutumları ile pozitif yönde anlamlı ilişkiler göstermektedir. Bu iki alanın güçlendirilmesi, öğretmenlere yönelik destekleyici çalışma ortamlarının sağlanması ve ihtiyaç odaklı mesleki gelişim olanaklarının sunulmasıyla mümkün olabilir. Araştırma bulguları, erken çocukluk eğitiminin niteliğini artırmada öğretmen memnuniyeti ve öğrenme tutumlarının birlikte ele alınmasının önemini vurgulamaktadır.

Keywords

iş memnuniyeti , öğrenme tutumları , karma yöntem , okul öncesi öğretmeni

Preschool Teachers’ Learning Attitudes and Job Satisfaction: A Mixed-Methods Perspective

https://izlik.org/JA29YZ64YG

Abstract

This study aims to examine the relationship between preschool teachers’ attitudes toward learning and their job satisfaction. Although these two factors directly influence educational quality and student achievement, most previous research has focused on secondary education, while early childhood education has been relatively neglected. To address this gap, an explanatory sequential mixed-methods design was adopted. In the quantitative phase, data collected from 114 preschool teachers working in various districts of Istanbul were analyzed. In the subsequent qualitative phase, focus group interviews were conducted with 25 of these teachers. Quantitative findings revealed that teachers generally exhibit positive attitudes toward learning; however, their job satisfaction remains at a moderate level. While low salaries negatively affect job satisfaction, factors such as administrative support, positive relationships with colleagues, and the work environment were found to have positive effects on teacher satisfaction. Qualitative data indicated that teachers’ motivation to learn is influenced by both intrinsic and extrinsic factors. Overall, the study found no significant relationship between attitudes toward learning and job satisfaction. However, a negative relationship was identified between teachers’ learning-related anxiety and their openness to learning, while a positive relationship was found between anxiety and general attitudes toward learning. Furthermore, teachers’ expectations toward learning were positively associated with both openness to learning and learning attitudes. Strengthening these areas may be possible through providing supportive working environments and offering needs-based professional development opportunities. The findings highlight the importance of addressing teacher satisfaction and learning attitudes together in order to improve the quality of early childhood education.

Keywords

job satisfaction , learning attitudes , mixed-methods , preschool teacher

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