Duyguların İngilizce Hazırlık Programları’ndaki İngilizce Okutmanlarının İyi Olma Durumuna Etkisi

Year 2018, Issue: 3, 574 - 582, 01.12.2018

Buse Aral Enisa Mede

Abstract

Bu çalışmanın amacı, İstanbul, Türkiye’deki vakıf kâr amacı gütmeyen, özel üniversitelerinin İngilizce Hazırlık Programlarında çalışan İngilizce Okutmanlarının duygularının iyi olma durumlarına etkisini bulmaktır. Karma yöntem araştırma tasarımı olan bu çalışma, spesifik olarak yabancı dil olarak İngilizce öğreten okutmanların en çok hissettikleri duygu durumlarını pozitif ve negatif , deneyim yılının duygularını ne ölçüde etkilediklerini ve son olarak da katılımcıların duygu durumlarındaki değişikliklere yönelik görüşlerini araştırmayı hedeflemektedir. Nicel veriler toplam beş farklı İngilizce Hazırlık Programı’nda görev yapan 66 İngilizce okutmanından Chen 2016 tarafından hazırlanan Öğretmen Duygu Ölçeği aracılığıyla toplanırken, nitel veriler katılan okutmanların 28’i tarafından yazılan duyguları hakkındaki görüşlerini bildirdikleri yansıtıcı metinlerden alınmıştır. Çalışmanın bulguları; katılımcıların çoğunlukla pozitif duygular hissettiğini göstermektedir. Ek olarak, kıdem yıllarının da katılımcılarının sadece neşe duygusuna olumlu bir etki yarattığı bulunmuştur. Ancak, öğrencilerinin, özel yaşamlarının ve iş yerlerinin de okutmanların duygularını ve iyi olma durumlarının etkileyen önemli faktörler olduğu bulunmuştur. Sonuçlara göre, hazırlık okullarında pozitif duyguların gelişmesine yönelik öneriler çalışmanın içinde sunulmuştur

Keywords

Duygular, İyi olma durumu, İngilizce hazırlık programları, Yabancı dil olarak İngilizceyi öğreten okutmanlar

The Impact of Emotions on the Well-Being of the English Preparatory Program Instructors

Abstract

The purpose of this research study is to find out the impact of emotions on the well-being of the English Language Preparatory Program instructors working in private non-profit, foundation universities in İstanbul, Turkey. Specifically, this mixed method study aims to investigate the emotional well-being positive and negative emotions of the instructors, to explore to what extent year of experience affects their emotions, and lastly, to find out the reflections of the participating instructors leading to change in their emotions. The quantitative data were obtained through a Teacher Emotion Inventory TEI Scale Chen, 2016 administered to 66 EFL instructors from five different English Language Preparatory Programs ELPPs in İstanbul while the qualitative data including instructors’ opinions about their feelings were gathered from teachers’ reflections written by 28 participating instructors. The findings of the study showed that participants mostly experience positive emotions. Moreover, it was also found that the years of experience had a positive impact only on the participants’ emotions of joy. However, there were also other remarkable factors affecting instructors’ emotions and emotional well-being regarding their students, personal life and institutions. Based on the findings, recommendations to foster positive emotions in preparatory programs were provided in the study

Keywords

Emotions, Emotional well-being, English language preparatory program, EFL instructors

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