Sınıf Öğretmenlerinin Matematik Kaygısı: Ölçek Uyarlama ve Kaygı Düzeyi Belirleme Çalışması

Year 2025, Volume: 33 Issue: 2, 253 - 262, 25.04.2025

Eyüp Bozkurt , Deniz Kılıç

https://doi.org/10.24106/kefdergi.1682935

Abstract

Çalışmanın amacı: Bu çalışmanın amacı, sınıf öğretmenlerinin matematik kaygısını ölçmek için bir ölçek uyarlamak ve öğretmenlerin kaygı düzeylerini belirlemektir. Matematik kaygısı, öğretmenlerin mesleki yeterliliklerini ve öğrencilere olan etkilerini önemli ölçüde etkileyebilir. Bu nedenle, öğretmenlerin kaygı düzeylerinin doğru bir şekilde belirlenmesi ve bu kaygıyı azaltmaya yönelik stratejilerin geliştirilmesi büyük önem taşımaktadır.
Materyal ve Yöntem: Araştırmada kesitsel tarama modeli kullanılmıştır. Çalışma, 2023 bahar döneminde Türkiye'nin farklı bölgelerinden 300 sınıf öğretmeni üzerinde gerçekleştirilmiştir. Veriler, çevrimiçi anket yoluyla toplanmış ve uyarlanan ölçeğin geçerlik ve güvenirlik analizleri yapılmıştır. Ölçeğin dilsel ve kültürel uyarlaması için uzman görüşlerine başvurulmuş, pilot çalışma gerçekleştirilmiş ve sonrasında ana çalışma uygulanmıştır.
Bulgular: Ölçek uyarlama sürecinde elde edilen bulgular, ölçeğin geçerli ve güvenilir olduğunu göstermektedir. Öğretmenlerin matematik kaygı düzeyleri cinsiyet, yaş ve mesleki deneyim değişkenlerine göre anlamlı farklılıklar göstermektedir. Özellikle, kadın öğretmenlerin matematik kaygı düzeylerinin erkek öğretmenlere göre daha yüksek olduğu belirlenmiştir. Ayrıca, mesleki deneyimi az olan öğretmenlerin kaygı düzeylerinin daha yüksek olduğu tespit edilmiştir.
Önemli Vurgular: Sınıf öğretmenlerinin matematik kaygısı, eğitim politikaları ve öğretmen eğitim programları geliştirilirken dikkate alınması gereken önemli bir faktördür. Matematik kaygısını azaltmaya yönelik stratejiler ve destek programları önerilmektedir. Öğretmen eğitim programlarında, matematik kaygısını azaltacak yöntem ve tekniklerin yer alması gerekmektedir.

Keywords

Matematik kaygısı, Ölçek uyarlama, Sınıf öğretmenleri, Kaygı düzeyi

Mathematics Anxiety Among Primary School Teachers: Scale Adaptation and Anxiety Level Determination Study

Abstract

Purpose: This study aims to adapt a scale to measure the mathematics anxiety of primary school teachers and to determine their anxiety levels. Mathematics anxiety can significantly impact teachers' professional competencies and their effects on students. Therefore, accurately determining teachers' anxiety levels and developing strategies to reduce this anxiety is of great importance.
Design/Methodology/Approach: The research used a cross-sectional survey design and was carried out with 300 primary school teachers from various regions across Turkey during the spring term of 2023. Data were collected through an online survey, and validity and reliability analyses were conducted on the adapted scale. Expert opinions were sought for the linguistic and cultural adaptation of the scale, a pilot study was conducted, and then the main study was carried out.
Findings: The findings obtained during the scale adaptation process indicate that the scale is valid and reliable. The mathematics anxiety levels of teachers show significant differences according to variables such as gender, age, and professional experience. Notably, it was found that female teachers have higher levels of mathematics anxiety compared to male teachers. Additionally, teachers with less professional experience were found to have higher anxiety levels.
Highlights: Mathematics anxiety among primary school teachers is a crucial factor that should be considered when developing educational policies and teacher training programs. Strategies and support programs to reduce mathematics anxiety are recommended. Teacher training programs should include methods and techniques to reduce mathematics anxiety.

Keywords

Mathematics anxiety, Scale adaptation, Primary school teachers, Anxiety level

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