Doğu Etiyopya’daki Orta Dereceli Okullarda Öğretmenlerin Öğrenci Öğrenmesine, Mesleklerine ve Topluluğa Yönelik Bağlılıkları

Abstract

Bu araştırmanın temel amacı Doğu Etiyopya’daki Orta dereceli okul öğretmenliği (ODOÖ) lisans mezunlarının; öğrencilerinin öğrenmesine, mesleklerine ve topluluğa yönelik bağlılık düzeylerini değerlendirmektir. Araştırmada özellikle nitel eş zamanlı gömülü türün ve nicel yöntemlerin benimsendiği karma araştırma deseni kullanılmıştır. Araştırma 14 orta dereceli okulda 170 katılımcı ile gerçekleştirilmiştir. Araştırmanın sonuçlarına göre öğretmenlerin; öğrenci öğrenmesine, topluluğa ve mesleklerine yönelik bağlılıklarının düşük olmasının nedeni düşük maaş, toplumda mesleğe gösterilen düşük saygı, düşük güdülenme ve farklı yetersizliklerdir. Dolayısıyla eğitim politikalarını belirleyenlerin toplumla işbirliği halinde finanse edilmiş maliyetli konut sağlama, ulaşımın desteklenmesi ve vergilerin azaltılması gibi teşvik edici mekanizmalar tasarlaması yararlı olabilir. Bu gibi mekanizmalar öğretmenlerin gelirlerini ve güdülenmelerini arttırabilir. Buna ek olarak, paydaşların öğretmenlik mesleğine yönelik tutumlarını geliştirmek amacıyla hükümetin farkındalığı arttıran stratejiler üzerinde çalışması gerekmektedir

Keywords

• ODOÖ mezunları, bağlılık, meslek

Doğu Etiyopya’daki Orta Dereceli Okullarda Öğretmenlerin Öğrenci Öğrenmesine, Mesleklerine ve Topluluğa Yönelik Bağlılıkları

Abstract

The main purpose of this study was to assess the status of Post Graduate Diploma in Secondary School Teaching (PGDT) graduates commitment towards students learning, the community and their profession in Eastern Ethiopia. The study employed mixed research design particularly concurrent embedded qualitative and quantitative methods. The study was carried out on 14 secondary schools, and 170 respondents participated. Results of the study revealed that, teachers’ commitment to learning, the community and their profession were low due to low salary, low respect, low attitude towards teaching profession, less motivation and less incentives. Therefore, it is suggested that education policy makers work in collaboration with the community to design incentive mechanisms, such as providing subsidized housing, transportation and reducing taxations that improve teachers’ income and motivation. Moreover, the government could work on awareness rising strategies to improve stakeholders’ attitude towards the teaching profession

Keywords

• PGDT graduates, commitment, profession

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