Sınıf Öğretmenlerinin Yazma Başarısı ve Yazmayı Öğrenme Aracı Olarak Kullanmaları

Year 2026, Volume: 55 Issue: 249, 259 - 290, 01.02.2026

Demet Seban , Ayşe Canlı , Aziz Aslan

https://doi.org/10.37669/milliegitim.1606894

Abstract

Bu çalışma, ilköğretim öğretmenlerinin yazma başarıları ile yazmayı öğrenme amaçlı kullanmaları
arasındaki ilişkiyi incelemektedir. Öğretmenlerin bu alanlardaki performansları cinsiyet, eğitim
düzeyi, mesleki deneyim, yazma etkinliklerine harcanan zaman ve yazarlık deneyimine göre
analiz edilmiştir. Nicel araştırma metodolojisi kullanılmıştır. Veriler 225 ilkokul öğretmeninden
toplanmıştır. Öğrenmede yazma kullanımı ölçeği ve yazma başarısı değerlendirme aracı
kullanılmıştır. Sonuçlar, yazma başarısı ile öğrenme odaklı yazma kullanımı arasında anlamlı
bir ilişki olmadığını göstermiştir. Kadın öğretmenler her iki alanda da erkeklerden daha iyi
performans göstermiştir. Mesleki deneyim ve eğitim düzeyi öğretmenlerin yazma başarısını olumlu
yönde etkilemiş ancak sınıflarında öğrenme odaklı yazma kullanımı ile ilişkili bulunmamıştır.
Yazma etkinliklerine daha fazla zaman ayıran ve yazarlık yapan öğretmenler daha yüksek düzeyde
öğrenme odaklı yazma kullanımı göstermiştir.

Keywords

sınıf öğretmenleri , yazma başarısı , yazmanın öğrenme amaçlı kullanımı

Primary School Teachers’ Writing Success and Their Use of Writing as a Learning Tool

Abstract

This study examines the relationship between primary school teachers’ writing achievements and
their use of writing for learning purposes. It analyzes teachers’ performance in these areas based
on gender, education level, professional experience, time spent on writing activities, and publishing
experience. Quantitative research methodology was used. Data was collected from 225 primary
school teachers. A scale for writing use in learning and a writing achievement assessment tool
were employed. Results showed no significant relationship between writing achievement and the
use of writing as a learning tool. Female teachers outperformed males in both areas. Professional
experience and education level positively impacted teachers’ writing achievement but didn’t
correlate with the use of writing as a learning tool in their classrooms. Teachers dedicating more
time to writing activities and those with authorship showed higher levels of the use of writing as a
learning tool.

Keywords

primary school teachers , writing achievement , writing to learn

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