Akademik iyimserlik kavramına yönelik fenomenolojik bir çalışma

Abstract

Akademik iyimserlik kavramı, birçok gelişmiş ülkede yapılan araştırmalarda sosyoekonomik durum kontrol edildiğinde öğrenci başarısıyla ilişkilendirilmiştir. Mevcut çalışma, gelişmekte olan bir ülkede öğretmenlerin akademik iyimserliği sürdürme ve geliştirme deneyimlerine ilişkin nitel veriler sağlayarak mevcut literatüre katkıda bulunmaktadır. Bu nedenle, fenomenolojik yaklaşımı benimseyen mevcut çalışma, düşük sosyoekonomik (SES) ilçelerde yer alan okullarda öğretmenlerin akademik iyimserliği sürdürme ve geliştirme konusunda yaşadıkları deneyimlerini keşfetmeyi amaçlamaktadır. Çalışma grubu kartopu örnekleme yoluyla belirlenmiştir. 2015-2016 akademik yılı Güz döneminde İstanbul ve Tekirdağ'daki devlet okullarında görev yapan 20 öğretmenle yapılan derinlemesine görüşmelerden toplanan veriler, Braun ve Clarke (2006) tarafından geliştirilen tümdengelimli tematik analiz kullanılarak analiz edilmiştir. Hoy ve diğerlerinin (2006) ortaya koyduğu akademik iyimserlik kavramının teorik çerçevesinde yer alan ve buna göre kolektif yeterlilik, akademik başarıya vurgu ve güvenden oluşan temalar katılımcıların yanıtlarına göre betimlenmiştir. Katılımcıların yanıtları, akademik açıdan iyimser bir yaklaşım için kolektif yeterlik geliştirmenin, öğrencilerin okullarıyla olan bağ duygularında olumlu bir değişikliğe odaklanmayı gerektirdiğini göstermektedir. Ayrıca katılımcılar, toplu uygulamalarında kişisel hedeflerin ülkenin makro düzeydeki kalkınma hedefleri ile uyumlu hale getirilmesinin önemini vurgulamaktadır. Akademik başarıya vurgu açısından akademik olarak iyimser bir okul, mevcut çalışmada kolektif sorumluluğun bir okul normu olarak kabulü ile karakterize edilmektedir. Öğretmenlerin proaktif çalışma programlarına ilişkin girişimleri, öğretmen zümre toplantıları, akademik başarıya olan vurguyu artırmak için okullarda deneyimlenen uygulamalardır. Meslektaşlara güven, bu çalışmada öğretmenler tarafından okuldaki samimiyet ve dostluk atmosferi aracılığıyla geliştirilmektedir. Akademik iyimserliğin bileşenleri ile dış paydaşlarla işbirlikçi uygulamalar arasındaki bağlantıları keşfetmek için daha fazla araştırma yapılması önerilir.

Keywords

• akademik iyimserlik
• kolektif yeterlilik
• akademik başarıya vurgu

Academic Optimism: A Phenomenological Study

Abstract

Academic optimism is linked with student achievement, controlling for the influence of socioeconomic (SES), in many developed countries. The current study adds to the existing literature by providing insightful qualitative data regarding teachers experiences of maintaining and enhancing academic optimism in a developing country. Thus, this phenomenological study aims to explore the lived experiences of teachers with regard to maintaining and enhancing academic optimism in schools situated within low socioeconomic (SES) districts. Snowball sampling is used to collect data. Data collected from in-depth interviews conducted with 20 teachers working in states schools in Istanbul and Tekirdag in Fall 2015 were analyzed using deductive thematic analysis as coined by Braun and Clarke (2006). The preselected themes which consist of collective efficacy, academic press and trust were situated within the theoretical framework of Hoy et al’s (2006) academic optimism. Participants’ responses show that developing collective efficacy for academically optimistic approach requires an initial focus on a positive change in students’ sense of connection to their school. Moreover, participants highlight the significance of alignment of personal goals with macro level developmental goals of the country in their collective practices. An academically optimistic school in terms of academic press is characterized by an acceptance of collective responsibility as a school norm in the current study. Teachers’ proactive initiatives of study programs, teacher team meetings are practices that are enacted in schools to enhance academic press. Trust in colleagues is also fostered through a school atmosphere of sincerity and friendship by teachers in the current study. Further research is recommended to explore links between the components of academic optimism and collaborative work with external stakeholders.

Keywords

• academic optimism
• collective efficacy
• academic emphasis

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