Öğretmen Adaylarının Beş Faktör Kişilik Özellikleri ile Topluluk Önünde Konuşma Kaygıları Arasındaki İlişki

Abstract

Bu araştırmanın amacı, öğretmen adaylarının topluluk önünde konuşma kaygıları ile beş faktör kişilik özellikleri arasındaki ilişkiyi incelemektir. Çalışma, yaşları 18 ile 35 arasında değişen 503 öğretmen adayıyla yürütülmüştür. Veri toplama aracı olarak Topluluk Önünde Konuşma Kaygısı Ölçeği, Hızlı Beş Faktör Kişilik Testi ve kişisel bilgi formu kullanılmıştır. Çoklu regresyon analizi sonuçları, nevrotiklik ve uyumluluk özelliklerinin topluluk önünde konuşma kaygısını anlamlı düzeyde pozitif yönde yordadığını; dışadönüklük, deneyime açıklık ve sorumluluk özelliklerinin ise kaygıyı anlamlı düzeyde negatif yönde yordadığını ortaya koymuştur. Ayrıca, cinsiyet değişkeni de kaygı düzeyini anlamlı şekilde yordamakta olup, kadın öğretmen adaylarının erkeklere kıyasla daha yüksek düzeyde kaygı yaşadığı bulunmuştur. Model genel olarak topluluk önünde konuşma kaygısındaki varyansın %37’sini açıklamaktadır. Elde edilen bulgular doğrultusunda, özellikle içedönük ve nevrotik kişilik özelliklerine sahip öğretmen adaylarına yönelik iletişim becerilerini geliştirmeyi ve kaygılarını azaltmayı hedefleyen psikoeğitim programlarının geliştirilmesi önerilmektedir. Bu tür müdahaleler, öğretmen adaylarının mesleki yeterliklerine ve sınıf içi iletişim becerilerine önemli katkılar sağlayabilir.

Keywords

• topluluk önünde konuşma kaygısı
• kişilik özellikleri
• öğretmen adayları
• topluluk önünde konuşma

The Relationship between Pre-Service Teachers’ Five-Factor Personality Traits and Public Speaking Anxiety

Abstract

The aim of this study is to examine the relationship between pre-service teachers’ public speaking anxiety and their five-factor personality traits. The study was conducted with 503 pre-service teachers aged between 18 and 35. The data were collected using the Public Speaking Anxiety Scale, the Quick Big Five Personality Test, and a personal information form. Results from multiple regression analysis indicated that neuroticism and agreeableness significantly and positively predicted public speaking anxiety, whereas extraversion, openness to experience, and conscientiousness significantly and negatively predicted it. In addition, gender was also found to be a significant predictor, with female pre-service teachers reporting higher levels of public speaking anxiety than their male counterparts. The model explained 37% of the variance in public speaking anxiety. Based on the findings, it is recommended to design psychoeducational programs aimed at enhancing the communication skills and reducing the speaking anxiety of pre-service teachers, particularly those with introverted or neurotic personality traits. Such interventions could contribute significantly to their professional competence and effectiveness in classroom communication.

Keywords

• speech anxiety
• personality traits
• pre-service teachers
• public speaking

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