Sınıf Öğretmenlerinin Başarı Algılarının Metaforlar Yoluyla İncelenmesi

Year 2019, Volume: 1 Issue: 2, 118 - 132, 25.12.2019

Nisanur Cebeci , Müberra Yavaş

Abstract

Bu araştırmanın amacı sınıf öğretmenlerinin başarıya yönelik algılarını
metaforlar yoluyla incelemektir. Bu araştırma betimsel tarama modeli
kullanılarak gerçekleştirilen nitel bir araştırmadır.  Çalışma grubunu 74 sınıf öğretmeni
oluşturmaktadır. Katılımcılar tarafından “Başarı……gibidir. Çünkü…….” ifadesinin
yer aldığı formlar doldurulmuştur. Metafor ve gerekçesi açıkça belirtilen
formlar içerik analizi yöntemiyle analiz edilmiştir. 65 farklı metafor
geliştirilmiştir. En çok tekrar eden metaforlar yolculuk (6) ve merdiven (4)
metaforlarıdır. Metaforlar ortak özellikleri dikkate alınarak 7 kategori
altında toplanmıştır. Bu kavramsal kategoriler emek olarak başarı, süreklilik
olarak başarı, aşamalı olarak başarı, mutluluk kaynağı olarak başarı, mücadele
olarak başarı, aydınlatıcı güç olarak başarı, sonuç olarak başarı
kategorileridir. Araştırma sonucunda en çok metafor üretilen kategorinin
süreklilik olarak başarı kategorisi olduğu, en az metafor üretilen kategorinin
ise sonuç olarak başarı kategorisi olduğu görülmektedir. Mutluluk kaynağı
olarak başarı kavramsal kategorisi ise en çok metafor üretilen ikinci kategori
olmuştur. Sonuç olarak sınıf öğretmenlerinin başarı kavramını çoğunlukla
süreklilik ve mutluluk kaynağı olarak algıladığı söylenebilir.

Keywords

Değer, başarı algısı, metafor, sınıf öğretmeni

Thanks

Her daim yanımızda olup araştırmamızı destekleyen hocamız Dr.Öğr.Üyesi Ebru Uzunkol' a teşekkür ederiz.

Investigation of Achievement Perceptions of Primary School Teachers Through Metaphors

Abstract

The aim of this study is to
examine the perceptions of primary school teachers about the achievement
through metaphors. This study is a qualitative research used descriptive survey
model. The study group consists of 74 primary school teachers. The forms with
such expressions like "Achievement is like ......., Because …….” have been
filled out by the participants. The forms filled out by the participants have
been analyzed by content analysis method. In this study where 65 different
metaphors were developed, the most repetitive metaphors were journey (6) and
ladder (4). These metaphors are grouped under 7 conceptual categories
considering their common characteristics. In this study where 65 different
metaphors have been developed, the most repetitive metaphors were journey (6)
and ladder (4). These metaphors have been grouped under 7 conceptual categories
considering their common characteristics. These conceptual categories can be
listed as labor, continuity, stage, source of happiness, struggle, illumination
and consequence. As a result, the most metaphor producing category was
continuity and the least metaphor producing category was the consequence.
Source of happiness was the second most metaphor producing category. In this
context, it can be said that primary school teachers perceive the concept of
achievement as continuity and source of happiness.

Keywords

Value, perception of achievement, metaphor, primary school teacher

References

• Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2nd ed.). Lawrence Erlbaum Associates Publishers.
• Bardi, A. and Schwartz, S.H. (2003). Values and Behavior:Strength and Structure of Relations. In:Personality and Social Psychology Bulletin, 29: 1208
• Carbonaro, W. (2005). Tracking, students' effort, and academic achievement. Sociology of Education, 78 (1), 27-49.
• Carver, C. S., & Scheier, M. F. (2001). Optimism, pessimism, and self-regulation. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research, and practice (pp. 189-216). Washington, DC: American Psychological Association.
• Duckworth, A. (2016). Grit. The power of passion and perseverance. Toronto : HarperCollins.
• Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319–325.
• Duckworth, A. L., Eichstaedt, J. C., & Ungar, L. H. (2015). The mechanics of human achievement. Social and Personality Psychology Compass, 9, 359–369.
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087–1101.
• Durkheim, E. (1897). Suicide. Glencoe, Il.: Free Press.
• Eccles, J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches San Francisco, CA: W. H. Freeman, 75-146.
• Elliot, A.J. ve Hulleman, C.S. 2017. Achievement goals. In: Elliot AJ, Dweck CS, Yeager DS, editors. Handbook of competence and motivation: theory and application. New York: The Guilford Press, 43–60.
• Hawkes, T. (1972). Metaphor.London: Routlage.
• Hills, M. D. (2002). Kluckhohn and Strodtbeck's Values Orientation Theory. Online Readings in Psychology and Culture, 4(4), 1-14. Karasar, N. (1999). Bilimsel Araştırma Yöntemi, Ankara: Nobel Yayınevi.
• Lakoff, G. and Johnson, M. (1980). Metaphors We Live By, Chicago: The University of Chicago Press.
• Lyubomirsky, S., King, L. and Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.
• Mannahan, K. K., & Gray, J. P. (2015). Exploring students’ perceptions of the connection between personal effort and academic performance. Georgia Educational Researcher, 12(2), 29-47.
• Ormrod, J.E. (2016). Öğrenme Psikolojisi. Çev. M. Baloğlu. Ankara: Nobel Akademik Yayıncılık.
• Pan, J and Zhou W (2013) Can success lead to happiness? The moderators between career success and happiness. Asia Pacific Journal of Human Resources 51(1), 63–80.
• Rich, D. (2008). Megaskills: Building our children’s character and achievement for school and life. Napierville, Illinois: Sourcebooks Inc. Rokeach, M. (1973). The Nature of Human Values, New York: Free Press.
• Rokeach, M. and Regan, J. F. (1980). The role of values in the counseling situation.Personel and Guidance Journal, 58 (9), 576–582. Saban, A. (2004). Giriş düzeyindeki sınıf öğretmeni adaylarının “öğretmen” kavramına ilişkin ileri sürdükleri metaforlar. Türk Eğitim Bilimleri Dergisi, 2(2), 131-155.
• Sarıçam, H., Çelik, İ. ve Oğuz, A. (2016). Kısa azim (sebat) ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 927-935.
• Sarıtepeci, M. (2018). Beklenti-değer teorisini temel alan Başarı Motivasyonu Ölçeğini uyarlama çalışması. Uluslararası Eğitim Bilim ve Teknoloji Dergisi, 4, 28-40.
• Schunk, D. H. (2014). Öğrenme teorileri [Learning theories]. (Ed. Muzaffer Şahin). Ankara:Nobel Publishing.
• Schwartz, S. H. (1996). Value priorities & Behavior: Applying a theory of integrated value systems. In C. Seligman, J. M. Olson & M. P. Zanna (Eds.), The Ontario symposium: Vol. 8. The psychology of values (pp. 1-24). Hillsdale, NJ: Lawrence Erlbaum.
• Schwartz, S. H. (1999). A theory of cultural values and some implications for work. Applied Psychology: An International Review, 48(1), 23–47.
• Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values.Online Readings in Psychology and Culture, 2(1), 1-20.
• Schwartz, S.H. (1992). Universals in the Contentand Structure of Values:TheoreticalAdvances and Empirical Tests in 20 Countries. In: Advances in Experimental Social Psychology, 25: 1-65.
• Schwartz, S.H. and Sagiv, L. (1995). Identifying Culture-Specifics in the Contentand Structure of Values. In:Journalof Cross-CulturalPsychology, 26 (1), 92-97.
• Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3–9). New York: Oxford University Press.
• Strenski, E. (1989). Disciplines and communities, “armies” and “monasteries” and the teaching of composition. Rhetoric Review, 8(1), 137-145.
• Uusiautti, S. (2013). On the positive connection between success and happiness. International Journal of Research Studies in Psychology, 3(1), 1-11.
• Weber, M. (1905). The Protestant ethic and the spirit of capitalism. New York: Scribner’s.
• Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49–78.
• Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success and achievement values from childhood through adolescence. In A. Wigfield, & J. S. Eccles (Eds.), Development of Achievement Motivation (pp. 91-120). London: Academic Press.
• Wirthwein, L., Sparfeldt, J. R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66 – 89.