Okul Öncesi Öğretmenlerinin Bir Davranış Yönetimi Olarak Övgü Hakkındaki Görüşleri

Abstract

Bu araştırmanın amacı, okul öncesi öğretmenlerinin bir davranış yönetimi stratejisi olarak övgünün tanımı, gerekliliği, türleri ve kullanımına ilişkin görüşlerini derinlemesine incelemektir. Nitel araştırma yöntemlerinden durum çalışması deseninde yürütülen araştırmaya 23 okul öncesi öğretmeni katılmıştır. Veriler, uzman görüşleri ve pilot uygulamalar doğrultusunda geliştirilen yarı-yapılandırılmış görüşme formuyla toplanmış; betimsel analiz ve içerik analizi yöntemleriyle çözümlenmiştir. Bulgular, öğretmenlerin %43’ünün övgüyü davranış yönetimi aracı olarak kullandığını ve tamamının davranışa özgü övgüyü etkili bulduğunu göstermiştir. Öğretmenlerin %65’i davranışa özgü övgüyü sıklıkla kullandığını belirtmesine rağmen, sundukları uygulama örneklerinin %69’unun genel övgü ifadelerinden oluştuğu belirlenmiştir. Ayrıca öğretmenlerin övgüyü çoğunlukla olumlu davranışları pekiştirmek amacıyla sonuç temelli kullandıkları, olumsuz davranışları azaltmaya yönelik öncül temelli (önleyici) övgüyü ise neredeyse hiç tercih etmedikleri görülmüştür. Sonuçlar, öğretmenlerin davranışa özgü övgüye ilişkin teorik farkındalıklarını sınıf uygulamalarına aktarmada performans eksikliği yaşadıklarını ortaya koymaktadır. Bu doğrultuda, övgünün proaktif bir sınıf yönetimi stratejisi olarak kullanılabilmesi için teorik eğitimin uygulama odaklı hizmet içi eğitimler ve performans geri bildirimleriyle desteklenmesi önerilmektedir.

Keywords

• Okul öncesi eğitim
• sınıf yönetimi
• davranış yönetimi
• övgü

Ethical Statement

Bu makale, Incsos 8. Uluslararası Sosyal Bilimler Kongresi'nde sözlü olarak sunulan “Okul Öncesi Öğretmenlerinin Övgü Hakkındaki Görüşleri” başlıklı yayınlanmamış bildirinin gözden geçirilmiş ve geliştirilmiş halidir.

Preschool Teachers' Perspectives on Praise as a Behavior Management Strategy

Abstract

This study aims to explore preschool teachers' perspectives on the definition, necessity, types, and use of praise as a behavior management strategy. Employing a qualitative case study design, the research involved 23 preschool teachers. Data were collected through a semi-structured interview form developed based on expert feedback and pilot testing and analyzed using descriptive and content analysis. The findings revealed that 43% of the teachers used praise as a behavior management tool, while all participants considered behavior-specific praise effective. Although 65% of the teachers reported frequently using behavior-specific praise, 69% of their reported practice examples consisted of general praise expressions. Furthermore, teachers predominantly used praise as a consequence-based strategy to reinforce positive behaviors, whereas antecedent-based (preventive) praise aimed at reducing challenging behaviors was rarely preferred. The results indicate a performance deficit in translating teachers' theoretical awareness of behavior-specific praise into classroom practice. Accordingly, practice-oriented in-service training and performance feedback are recommended to complement theoretical instruction and promote the use of praise as a proactive classroom management strategy.

Keywords

• Preschool education
• classroom management
• behavior management
• praise.

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