Research Article
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Year 2022, Volume: 10 Issue: 3, 523 - 533, 30.09.2022
https://doi.org/10.17478/jegys.1179945

Abstract

References

  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: teachers' seme of efficacy and student achievement. New York: Longman.
  • Bağcı, Z., & Mohan Bursalı, Y. (2015). Duygusal emeğin iş performansı üzerindeki etkisi: Denizli ilinde hizmet sektöründe görgül bir araştırma. Kafkas Üniversitesi İİBF Dergisi, 6(10), 69-90.
  • Barutçugil, İ.(2002). Performans yönetimi. İstanbul: Kariyer Yayıncılık.
  • Betoret F. D. (2009) Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational psychology. An International Journal of Experimental Educational Psychology, 29(1), 45-68.
  • Boudersa, N. (2016). Cezayir eğitim bağlamında bilgili ve etkili öğretim uygulamalarına yönelik öğretmen eğitim programlarının ve mesleki gelişiminin önemi. Pedagoji deneyimleri, 1(1), 1-14.
  • Bowling, N. A. (2007). Is the job satisfaction-job performance relationship spurious? A meta-analytic examination. Journal of Vocational Behavior, 71, 167-185.
  • Bozkurt Bostancı, A. (2004). Türkiye’deki resmi ve özel ilköğretim okullarında öğretmen performans yönetimi. (Yayınlanmamış Doktora Tezi), Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Bozkurt Bostancı, A. & Kayaalp, D. (2011). İlköğretim okullarında öğretmen performansının geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1), 127-140.
  • Brouwers, A., Evers, WJG &Tomic, W. (2001). Ortaokul öğretmenlerinde sosyal destek ve tükenmişlik sağlamada özyeterlik. Uygulamalı Sosyal Psikoloji Dergisi, 31(7), 1474-1491.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. (19. Baskı). Ankara: Pegem Akademi.
  • Cresswell, JW (2007). Nitel araştırma ve araştırma tasarımı: Beş yaklaşım arasından seçim yapma. Londra: Adaçayı Yayınları.
  • Çukurçayır M. A., Eroğlu H. T. & Sağır, H. (2012). Yerel yönetişim, katılım ve kent konseyleri. Yerel Politikalar, 1(1), 97-128.
  • Ergen, H. & İnce, Ş. (2017). İlköğretim kurumlarında çalışan öğretmenlerin örgütsel sinizm düzeyleri: Mersin örneği. The Journal of Educational Research, 3(1), 37-57.
  • Friedman I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191-215.
  • Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18, 675-686.
  • Hatipoğlu, A. & Kavas, E. (2016). Veli sınıflarının öğretmenliği. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 5 (4), 1012-1034.
  • Hoy, W. K. & Woolfolk, A.E. (1993). Teachers’s sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 356–372.
  • Knobloch, N. A., & Whittington, M. S. (2002). Factors that influenced beginning teachers. Confidence about teaching in agricultural education. In Proceedings of the annuameeting of the AAAE Central Region Agricultural Education Research Conference (pp.1-12), St. Louis, MO.
  • Le Deist, F. & Winterton, J. (2005). What is competence?. Human Resource Development International, 8(1), 27-46.
  • Lucia, A. D. & Lebsinger, R. (1999). The art and science of competency models jossey-bass pffeifer. Jassey-Bass Pfeifer, San Francisco.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Niederriter, D. M. (2003). Principals’ perceptions of the effectiveness of teacher evaluation processes in responding to poor performance. EdD Temple Unıversıty.
  • Özpehlivan, M. (2015). Kültürel farklılıkların işletmelerde örgüt içi iletişim, iş tatmini, bireysel performans ve örgütsel bağlılık kavramları arasındaki ilişkiye etkileri: Türkiye-Rusya örneği, (Doktora tezi). Okan Üniversitesi, İstanbul.
  • Sarıçam H. & Sakız H. (2014). Burnout and teacher self-efficacy among teachers working in special education ınstitutions in Turkey. Educational Studies, 40(4), 423-437.
  • Scarbrough, H. (1998). Path(ological) dependency? Core competencies from an organisational perspective, British Journal of Management, 9, 219-232.
  • Schwarzer R. & Hallum S. (2008). İş stresi ve tükenmişliğin bir yordayıcısı olarak algılanan öğretmen özyeterliği: aracılık analizleri. Uygulamalı Psikoloji, 57, 152-171.
  • Smith, M. D., & Fowler, K. M. (2009). Phenomenological research In J. Paul, J. Kleinhammer-Tramill & Kathleen Fowler (Eds.). Qualitative research methods in rpecial education. USA: Love Publishing Company.
  • Sevinç, M., (2003). Erken çocuklukta gelişim ve eğitimde yeni yaklaşımlar. İstanbul: Morpa.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher Self-Efficacy And Teacher Burnout: A Study of Relations. Teaching and Teacher Education, 26, 1059-1069. Şişman, M. & Turan, S., (2004). Sınıf yönetimi. Ankara: PegemA.
  • Teel, S.R. (2003). Relationships among perceived organizational support, teacher efficacy, and teacher performance. (Doctorate Thesis). Alliant Internatıonal Unıversıty, San Diego.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Younghusband, L.J. (2006). High school teachers‟ perceptions of their working environment in Newfounoland: A ground theory study. http://72.14.207.104/search?q=cache:E_FfEg2NCSEJ adresinden erişildi.
  • Yüksel, G. (2012). İlköğretim ortamındaki eğitim yetkinlikleri ile olgunluktaki ilişkilerle. (Yayınlanmamış Yüksek Lisans Tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.

The reasons that prevent teachers' professional competencies from turning into performance

Year 2022, Volume: 10 Issue: 3, 523 - 533, 30.09.2022
https://doi.org/10.17478/jegys.1179945

Abstract

The purpose of this research is to examine the reasons that prevent teachers' professional competencies from turning into performance, according to teachers' views. The research was designed in the phenomenology pattern, which is one of the qualitative research designs. The study group of the research consists of 14 teachers working in public schools in Odunpazarı district of Eskişehir province. A semi-structured interview form was used as a data collection tool in the research. Research data were obtained from interviews with teachers. Content analysis technique, which is one of the qualitative data analysis techniques, was used in the analysis of the data. In the research, 7 sub-themes emerged under the theme of obstacles in the transformation of teachers' professional competence into performance. These sub-themes are working conditions, managerial attitudes, legal regulations, personal reasons, student-related reasons, parents-related reasons, and economic reasons. In the research, 7 sub-themes emerged from the opinions of the teachers under the theme of what needs to be done to turn professional competence into performance. These sub-themes are; improving working conditions, things to be done by school administrators, things to be done about lessons, applicable policies and legal regulations, things to be done for students, things to be done by parents, and improving personal and economic rights. When the findings obtained as a result of the research were evaluated, it was seen that multiple factors prevented teachers' professional competencies from turning into performance. In particular, the fact that non-teaching reasons are more than teacher-related reasons shows that non-teaching factors play an important role in teacher performance.

References

  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: teachers' seme of efficacy and student achievement. New York: Longman.
  • Bağcı, Z., & Mohan Bursalı, Y. (2015). Duygusal emeğin iş performansı üzerindeki etkisi: Denizli ilinde hizmet sektöründe görgül bir araştırma. Kafkas Üniversitesi İİBF Dergisi, 6(10), 69-90.
  • Barutçugil, İ.(2002). Performans yönetimi. İstanbul: Kariyer Yayıncılık.
  • Betoret F. D. (2009) Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational psychology. An International Journal of Experimental Educational Psychology, 29(1), 45-68.
  • Boudersa, N. (2016). Cezayir eğitim bağlamında bilgili ve etkili öğretim uygulamalarına yönelik öğretmen eğitim programlarının ve mesleki gelişiminin önemi. Pedagoji deneyimleri, 1(1), 1-14.
  • Bowling, N. A. (2007). Is the job satisfaction-job performance relationship spurious? A meta-analytic examination. Journal of Vocational Behavior, 71, 167-185.
  • Bozkurt Bostancı, A. (2004). Türkiye’deki resmi ve özel ilköğretim okullarında öğretmen performans yönetimi. (Yayınlanmamış Doktora Tezi), Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Bozkurt Bostancı, A. & Kayaalp, D. (2011). İlköğretim okullarında öğretmen performansının geliştirilmesi. Kastamonu Eğitim Dergisi, 19(1), 127-140.
  • Brouwers, A., Evers, WJG &Tomic, W. (2001). Ortaokul öğretmenlerinde sosyal destek ve tükenmişlik sağlamada özyeterlik. Uygulamalı Sosyal Psikoloji Dergisi, 31(7), 1474-1491.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. (19. Baskı). Ankara: Pegem Akademi.
  • Cresswell, JW (2007). Nitel araştırma ve araştırma tasarımı: Beş yaklaşım arasından seçim yapma. Londra: Adaçayı Yayınları.
  • Çukurçayır M. A., Eroğlu H. T. & Sağır, H. (2012). Yerel yönetişim, katılım ve kent konseyleri. Yerel Politikalar, 1(1), 97-128.
  • Ergen, H. & İnce, Ş. (2017). İlköğretim kurumlarında çalışan öğretmenlerin örgütsel sinizm düzeyleri: Mersin örneği. The Journal of Educational Research, 3(1), 37-57.
  • Friedman I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191-215.
  • Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18, 675-686.
  • Hatipoğlu, A. & Kavas, E. (2016). Veli sınıflarının öğretmenliği. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 5 (4), 1012-1034.
  • Hoy, W. K. & Woolfolk, A.E. (1993). Teachers’s sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 356–372.
  • Knobloch, N. A., & Whittington, M. S. (2002). Factors that influenced beginning teachers. Confidence about teaching in agricultural education. In Proceedings of the annuameeting of the AAAE Central Region Agricultural Education Research Conference (pp.1-12), St. Louis, MO.
  • Le Deist, F. & Winterton, J. (2005). What is competence?. Human Resource Development International, 8(1), 27-46.
  • Lucia, A. D. & Lebsinger, R. (1999). The art and science of competency models jossey-bass pffeifer. Jassey-Bass Pfeifer, San Francisco.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Niederriter, D. M. (2003). Principals’ perceptions of the effectiveness of teacher evaluation processes in responding to poor performance. EdD Temple Unıversıty.
  • Özpehlivan, M. (2015). Kültürel farklılıkların işletmelerde örgüt içi iletişim, iş tatmini, bireysel performans ve örgütsel bağlılık kavramları arasındaki ilişkiye etkileri: Türkiye-Rusya örneği, (Doktora tezi). Okan Üniversitesi, İstanbul.
  • Sarıçam H. & Sakız H. (2014). Burnout and teacher self-efficacy among teachers working in special education ınstitutions in Turkey. Educational Studies, 40(4), 423-437.
  • Scarbrough, H. (1998). Path(ological) dependency? Core competencies from an organisational perspective, British Journal of Management, 9, 219-232.
  • Schwarzer R. & Hallum S. (2008). İş stresi ve tükenmişliğin bir yordayıcısı olarak algılanan öğretmen özyeterliği: aracılık analizleri. Uygulamalı Psikoloji, 57, 152-171.
  • Smith, M. D., & Fowler, K. M. (2009). Phenomenological research In J. Paul, J. Kleinhammer-Tramill & Kathleen Fowler (Eds.). Qualitative research methods in rpecial education. USA: Love Publishing Company.
  • Sevinç, M., (2003). Erken çocuklukta gelişim ve eğitimde yeni yaklaşımlar. İstanbul: Morpa.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher Self-Efficacy And Teacher Burnout: A Study of Relations. Teaching and Teacher Education, 26, 1059-1069. Şişman, M. & Turan, S., (2004). Sınıf yönetimi. Ankara: PegemA.
  • Teel, S.R. (2003). Relationships among perceived organizational support, teacher efficacy, and teacher performance. (Doctorate Thesis). Alliant Internatıonal Unıversıty, San Diego.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Younghusband, L.J. (2006). High school teachers‟ perceptions of their working environment in Newfounoland: A ground theory study. http://72.14.207.104/search?q=cache:E_FfEg2NCSEJ adresinden erişildi.
  • Yüksel, G. (2012). İlköğretim ortamındaki eğitim yetkinlikleri ile olgunluktaki ilişkilerle. (Yayınlanmamış Yüksek Lisans Tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
There are 33 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Teacher Education
Authors

Mehmet Özdoğru 0000-0002-3853-8389

Publication Date September 30, 2022
Published in Issue Year 2022 Volume: 10 Issue: 3

Cite

APA Özdoğru, M. (2022). The reasons that prevent teachers’ professional competencies from turning into performance. Journal for the Education of Gifted Young Scientists, 10(3), 523-533. https://doi.org/10.17478/jegys.1179945
AMA Özdoğru M. The reasons that prevent teachers’ professional competencies from turning into performance. JEGYS. September 2022;10(3):523-533. doi:10.17478/jegys.1179945
Chicago Özdoğru, Mehmet. “The Reasons That Prevent teachers’ Professional Competencies from Turning into Performance”. Journal for the Education of Gifted Young Scientists 10, no. 3 (September 2022): 523-33. https://doi.org/10.17478/jegys.1179945.
EndNote Özdoğru M (September 1, 2022) The reasons that prevent teachers’ professional competencies from turning into performance. Journal for the Education of Gifted Young Scientists 10 3 523–533.
IEEE M. Özdoğru, “The reasons that prevent teachers’ professional competencies from turning into performance”, JEGYS, vol. 10, no. 3, pp. 523–533, 2022, doi: 10.17478/jegys.1179945.
ISNAD Özdoğru, Mehmet. “The Reasons That Prevent teachers’ Professional Competencies from Turning into Performance”. Journal for the Education of Gifted Young Scientists 10/3 (September 2022), 523-533. https://doi.org/10.17478/jegys.1179945.
JAMA Özdoğru M. The reasons that prevent teachers’ professional competencies from turning into performance. JEGYS. 2022;10:523–533.
MLA Özdoğru, Mehmet. “The Reasons That Prevent teachers’ Professional Competencies from Turning into Performance”. Journal for the Education of Gifted Young Scientists, vol. 10, no. 3, 2022, pp. 523-3, doi:10.17478/jegys.1179945.
Vancouver Özdoğru M. The reasons that prevent teachers’ professional competencies from turning into performance. JEGYS. 2022;10(3):523-3.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.