ÖĞRETMENLERİ COVID-19 SALGINI SIRASINDA TOPLUM İÇİN ÇALIŞMAYA MOTİVE EDEN NEDİR? VEFA SOSYAL DESTEK GRUPLARI ÖRNEĞİ

Year 2022, , 2691 - 2712, 15.08.2022

Tuba Gokmenoglu , Nurben Doğan

https://doi.org/10.37669/milliegitim.892325

Cited By: 1

Abstract

Bu çalışmada COVID-19 ile mücadele önlemleri kapsamında, ülke genelinde uygulanan sokağa çıkma kısıtlamalarında, kısıtlama getirilen 65 yaş ve üstü ile kronik rahatsızlığı bulunan vatandaşların gereksinimlerinin karşılanması amacıyla kurulan Vefa Sosyal Destek Grupları’nda gönüllü olarak görev alan öğretmenlerin toplum için çalışmak konusundaki motivasyonlarının nedenlerinin ortaya çıkarılması amaçlanmıştır. Çoklu durum çalışması deseni ile tasarlanan araştırma bulguları, bazı içsel motivasyon kaynakları ve kişisel özelliklerin öğretmenlerin toplum yanlısı faaliyetlere gönüllü katılmasını sağladığını göstermiştir. Alanyazın ile paralellik gösteren bulgulara göre “diğerlerine yardım etme isteği”, “toplum yanlısı değerler”, “vatanseverlik”, “ülkeye bağlılık”, “topluluk ruhunu geliştirmek”, “topluluk imajını güçlendirmek ve örnek olmak” ve gönüllü faaliyetlere “dâhil olmaktan keyif alma” en sık gözlenen motivlerdir.

Keywords

Afet, Salgın, Koronavirüs, COVID-19, Gönüllülük, Afet Sonrası İyileşme, Topluma Hizmet

References

• AKUT (2020). Akut Tarihçe. 10 Temmuz 2020 tarihinde https://www.akut.org.tr/tarihce adresinden alınmıştır.
• Anderson, J. B. & Erickson, J. A. (2003). Service-learning in preservice teacher education. Academic Exchange Quarterly, 7(2), 111-115.
• Andrew, J. (1996). Motivations and expectations of volunteers involved in a large scale sports event. Australian Leisure, 3(20), 21-24.
• Bandy, J. (2016). What is service learning or community engagement? Center for Teaching, Vanderbilt University. https://cft.vanderbilt.edu/guides-subpages/teaching-through-community-engagement/
• Bang, H., & Ross, S. D. (2009). Volunteer motivation and satisfaction. Journal of venue and Event Management, 1(1), 61-77.
• Bang, H. & Chelladurai, P. (2003). Motivation and Satisfaction in Volunteering for 2002 World Cup in Korea. Paper presented at the Conference of the North American Society for Sport Management. Ithaca, New York. May 2003.
• Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (revised). Lanham: Rowman & Littlefield Publishers.
• Bieranacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Social Research, 10, 141–163.
• Birleşmiş Milletler Gönüllüleri (2011). 2011 Dünyada Gönüllülüğün Durumu Raporu:Küresel Refah İçin Evrensel Değerler. Türkiye: Art Press, s.xxi.
• Birleşmiş Milletler Gönüllüleri (2011). 2011 Dünyada Gönüllülüğün Durumu Raporu:Küresel Refah İçin Evrensel Değerler. Türkiye: Art Press, s. 77.
• Brennan, M. A., Barnett, R. V., & Flint, C. G. (2005). Community volunteers: The front line of disaster response. Journal of Volunteer Administration, 23(4), 52.
• Bringle, R. G., Clayton, P. H., & Hatcher, J. A. (2013). Research on service learning: An introduction. In P. Clayton, R. Bringle & J. Hatcher (Eds), Research on service learning: Conceptual frameworks and research, vol. 2A: Students and faculty (pp. 3-25). Sterling, VA: Stylus Publishing.
• Cantekin, E. ( 2013). Türkiye’de afet yönetiminde gönüllülük. Gönüllülüğün rolünün ve katkılarının keşfedilmesi. (Haz.) Birleşmiş Milletler Gönüllüleri (UNV) Programı Türkiye & GSM Gençlik Servisleri Merkezi, 59-64.
• Carlo, G., Okun, M. A., Knight, G. P., & de Guzman, M. R. T. (2005). The interplay of traits and motives on volunteering: Agreeableness, extraversion and prosocial value motivation. Personality and individual differences, 38(6), 1293-1305.
• Cho, M. (2006). Artistically serving: A study of the Lake County’s arts-based service learning program. Unpublished Doctoral dissertation, Florida State University. http://diginole.lib.fsu.edu/islandora/object/fsu%3A182042
• Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J., Stukas, A. A., Haugen, J., & Miene, P. (1998). Understanding and assessing the motivations of volunteers: a functional approach. Journal of Personality and Social Psychology, 74(6), 1516–1530.
• Cnaan, R. A. & Goldberg-Glen, R. S. (1991). Measuring motivation to volunteer in human services. Journal of Applied Behavioral Science, 27(3), 269-284.
• Covid-19 Politika Cevap Raporları (2020). 1 Temmuz tarihinde https://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/country-information adresinden alınmıştır.
• Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks:Sage Publications.
• Dewey, J. (1916). Democracy and education. Carbondale: Southern Illinois Press.
• Dulkadiroğlu, H. (2016). Gönüllülük, gönüllü kuruluşlar ve devlet arasındaki iş birliği: Americorps örneği ve Türkiye için bir model önerisi. ( Doktora Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/ veri tabanından erişildi. (24 Haziran 2020).
• Durkheim, E. (1961). Moral education. New York: Dover Publications.
• DSÖ (2020a). Report of the WHO-China Joint Mission on Coronavirus Disease 2019 (COVID-19), s. 15. 29 Haziran 2020 tarihinde https://www.who.int/docs/default-source/coronaviruse/who-china-joint-mission-on-covid-19-final-report.pdf adresinden alınmıştır.
• DSÖ (2020b). Report of the WHO-China Joint Mission on Coronavirus Disease 2019 (COVID-19), s.31 . 29 Haziran 2020 tarihinde https://www.who.int/docs/default-source/coronaviruse/who-china-joint-mission-on-covid-19-final-report.pdf adresinden alınmıştır.
• DSÖ Avrupa Bölge Ofisi (2020). Covid-19 Health System Response Monitor. 1 Temmuz 2020 tarihinde https://www.covid19healthsystem.org/mainpage.aspx adresinden alınmıştır.
• Farmer, S. M., & Fedor, D. B. (2001). Changing the focus on volunteering: An investigation of volunteers’ multiple contributions to a charitable organization. Journal of Management, 27(2), 191-211.
• Farrell, J. M., Johnston, M. E., & Twynam, G. D. (1998). Volunteer motivation, satisfaction, and management at an elite sporting competition. Journal of sport Management, 12(4), 288-300.
• Furco, A. & Root, S. (2010). Service learning: Research demonstrates the value of service learning. Phi Delta Kappan, 91(5), 16-20.
• Gandre, C., & Or, Z. (2020). Policy responses for France. Covid-19 Health System Response Monitor, s. 2. 30 Haziran 2020 tarihinde https://www.covid19healthsystem.org/countries/france/livinghit.aspx?Section=1.1%20Health%20communication&Type=Section adresinden alınmıştır.
• Giroux, H. & Penna, A. (1983). Social education in the classroom: The dynamics of the hidden curriculum. In H. Giroux, H. & D. Purpel (Eds), The hidden curriculum and moral education (pp. 100–121). Berkeley: McCutchan Publishing Corporation.
• Gobierno De España, Ministerio De Asuntos Económicos Y Transformación Digital. ( 2020, 8 Nisan). “El Gobierno pone en marcha Hispabot-Covid19, un canal de consulta sobre el COVID-19 a través de WhatsApp.” 30 Haziran 2020 tarihinde https://www.mineco.gob.es/portal/site/mineco/menuitem.ac30f9268750bd56a0b0240e026041a0/?vgnextoid=e3f7dfb26d851710VgnVCM1000001d04140aRCRD&vgnextchannel=2f0e154527515310VgnVCM1000001d04140aRCRD adresinden alınmıştır.
• Governo Italiano, Dipartimento per l'informazione e l'editoria. (2020, 4 Nisan). “Unità di monitoraggio per il contrasto della diffusione di fake news relative al COVID-19 sul web e sui social network.” 30 Haziran 2020 tarihinde https://informazioneeditoria.gov.it/it/notizie/unita-di-monitoraggio-per-il-contrasto-della-diffusione-di-fake-news-relative-al-covid-19-sul-web-e-sui-social-network-adottato-il-4-aprile-il-decreto-di-istituzione-presso-il-dipartimento/ adresinden alınmıştır.
• Gökmenoğlu, T. (2017). More than just another course: Service learning as antidote to cultural bias. Issues in Educational Research, 27(4), 751-769.
• Halstead, J. M. (1996). Values and values education in schools. In J. M. Halstead, & M. J. Taylor (Eds.), Values in education and education in values (pp. 3–14). London: The Falmer Press.
• İçişleri Bakanlığı (2020a). Vefa Destek Grupları. 16 Ağustos 2020 tarihinde https://www.icisleri.gov.tr/vefa-sosyal-destek-gruplari-6649461-haneye-ulasti adresinden alınmıştır.
• İçişleri Bakanlığı (2020b). Vefa İletişim Uygulaması. 16 Ağustos 2020 tarihinde https://www.icisleri.gov.tr/bilgiislem/vefa-iletisim-uygulamasi adresinden alınmıştır.
• İSMEP. (2014). ISMEP Rehber Kitaplar- Toplumsal Kapasitenin Geliştirilmesi ve Toplum Eğitimleri. İstanbul Proje ve Koordinasyon Birimi Yayınları, İstanbul.
• Johnson, S. (2012).Community Resilience: case studies from the Canterbury earthquakes. (Ed. V. Cholewa ve Dr. D. Mamula-Seadon). New Zealand:Ministry of Civil Defence & Emergency Management. Vol 23, s. 18-19.
• Kaldor, M. (2003). Civil society and accountability. Journal of human development, 4(1), 5-27.
• Kızılay. (2020a). Neler Yapıyoruz? 18 Ağustos 2020 tarihinde https://www.kizilay.org.tr/neler-yapiyoruz adresinden alınmıştır.
• Kızılay. (2020b, 4 Nisan). “Kızılay’dan KOVİD-19 ile Mücadeleye Maske Desteği.” 10 Temmuz 2020 tarihinde https://www.kizilay.org.tr/Haber/KurumsalHaberDetay/5052 adresinden alınmıştır.
• Kızılay. (2020c, 7 Nisan). “İhtiyaç Sahiplerine Destek İçin Genç Kızılay Sahada.” 10 Temmuz 2020 tarihinde https://www.kizilay.org.tr/Haber/KurumsalHaberDetay/5057 adresinden alınmıştır.
• Lam, P. Y. (2002). As the flocks gather: How religion affects voluntary association participation. Journal for the scientific study of religion, 41(3), 405-422.
• Markus, H. R. & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution. Perspectives on Psychological Science, 5, 420-430.
• McClelland, D. L. (1985). How motives, skills, and values determine what people do. American Psychologist, 40, 812–825.
• McKibben, B. (2007). Deep economy: The wealth of communities and the durable future. New York: Holt Company.
• McLennan, B., Whittaker, J., & Handmer, J. (2016). The changing landscape of disaster volunteering: opportunities, responses and gaps in Australia. Natural Hazards, 84(3), 2031-2048.
• MEB (2019). Okul tabanlı afet eğitimi kitap 1. (Ed. S. Akbıyık.). Ankara: Milli Eğitim Bakanlığı Genel Yayın.
• Mooney, L. A. & Edwards, B. (2001). Experiential learning in sociology: Service learning and other community-based learning initiatives. Teaching Sociology, 29(2), 181-194.
• Musick, M. A., & Wilson, J. (2008). Volunteers: a social profile. USA: Indiana University Press Noy, C. (2008). Sampling knowledge: The hermeneutics of snowball sampling in qualitative research. International Journal of Social Research Methodology, 11(4), 327-344.
• Nucci, L.P. (2006). Education for moral development. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 657–681). New Jersey: Lawrence Erlbaum Associates.
• Oie, M. (2017). The role of motivation and creativity in sustaining volunteerism of citizenship for positive youth development after the Great East Japan Earthquake. Higher Education Studies, 7(4), 61-70.
• Okun, M. A., Barr, A., & Herzog, A. R. (1998). Motivation to volunteer by older adults: A test of competing measurement models. Psychology and Aging, 13, 608-621.
• Omoto, A. M., Snyder, M., & Hackett, J. D. (2012). Everyday helping and responses to crises: A model for understanding volunteerism. In Kai J. Jonas and Thomas A. Morton (Eds) Restoring civil societies: The psychology of intervention and engagement following crisis (pp. 98-118). UK: John Wiley and Sons.
• Özerdem, A., & Jacoby, T. (2006). Disaster management and civil society: Earthquake relief in Japan, Turkey and India (Vol. 1). London: IB Tauris.
• Phillips, M. (1982). Motivation and expectation in successful volunteerism. Journal of Voluntary Action Research, 11(1/2), 118-125.
• Phillips, B. (2014). Mennonite Disaster Service: Building a therapeutic community after the gulf coast storms. UK: Lexington Books. S.26
• Pritchard, F. F. & Whitehead III, G. I. (2004). Serve and learn: Implementing and evaluating service-learning in middle and high schools. Lawrence Erlbaum Associates Publishers, Mahwah, New Jersey.
• Ramey, L. (2013). Engaging learners in community service learning to enhance teacher preparation curriculum. Journal of Sustainability Education, 5.
• Rehberg, W. (2005). Altruistic individualists: Motivations for international volunteering among young adults in Switzerland. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 16(2), 109-122.
• Rocheleau, J. (2004). Theoretical roots of service-learning: Progressive education and the development of citizenship. In B. W. Speck & L. S Hoppe (Eds), Service-learning: History, theory, and issues. Praeger Publishers.
• Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
• Ruiter, S. & De Graaf, N. D. (2010). National Religious Context and Volunteering: More Rigorous Tests Supporting the Association. American Sociological Review, 75(1), 179–184. https://doi.org/10.1177/0003122409359168
• Shibli, S. (1999). The characteristics of volunteers in UK sports clubs. European journal for sport management, 6, 10-27.
• Silverberg, K., Ellis , G., Backman, K., & Backman, S. (1999). An Identification and Explication of a Typology of Public Parks and Recreation Volunteers. World Leisure & Recreation, 41(2), 30-34.
• Sleeter, C. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 24(8), 1947-1957.
• Solomon, D., Watson, M., & Battistich, V.A. (2001). Teaching and schooling effects on moral/prosocial development. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 566–603). Washington, D C: American Educational Research Association.
• Snyder, M. & Omoto, A. M. (2008). Volunteerism: Social issues perspectives and social policy implications. Social Issues and Policy Review, 2, 1-36. Speck, B. W. & Hoppe, S. L. (2004). Service-learning: History, theory, and issues. Westport, CT: Praeger.
• Takashi, O. (2015). Assisting the recovery of school education in natural disaster emergencies: Roles of a local teacher training university in Tohoku. Bulletin of Support Center for Revival in Education, Miyagi University of Education. En: https://goo. gl/6XZQUM.
• Tezgider, G. (2019). Zihinsel engelli bireyler ve kapsayıcı afet riski azaltma. Uluslararası Katılımlı Zihinsel Engelli Bireyler ve Kapsayıcı Afet Riski Azaltma Çalıştay Bildirileri (Nevşehir, 9 Ekim, 2018. ( Ed. E. Özdamar ve G. Tezgider.). Ankara: Atalay Matbaacılık Ltd. Şti. s.43.
• Tikum, N. (2020, 21 Mayıs). Volunteerism in the fight against COVID-19 in Africa. 8 Temmuz 2020 tarihinde https://www.unv.org/Success-stories/Volunteerism-fight-against-COVID-19-Africa adresinden alınmıştır.
• TRT HABER (2020, 5 Temmuz). “AFAD gönüllüsü sayısı 130 bini geçti.” 11 Temmuz 2020 tarihinde https://www.trthaber.com/haber/gundem/afad-gonullusu-sayisi-130-bini-gecti-490074.html adresinden alınmıştır.
• Ursu, P., Shaikhi, I. A, Erguder, T., Geroğlu, B., Dikmen, Ç.,& Nayir, T. (2020). Policy responses for Turkey. Covid-19 Health System Response Monitor, s.1. 30 Haziran 2020 tarihinde,https://www.covid19healthsystem.org/countries/turkey/livinghit.aspx?Section=1.1%20Health%20communication&Type=Sectionadresinden alınmıştır.
• Waterman, A. S. (1997). Service-learning: Applications from the research. Lawrence Erlbaum Associates.
• Williams, P.W., Dossa, K.A., & Tompkins, L. (1995). Volunteerism and special event management: A case study of Whitler’s Men’s World Cup of skiing. Festival Management & Event Tourism, 3(2), 83-95.
• Winkelman, J. (2020). Policy responses for Germany. Policy responses for Turkey. Covid-19 Health System Response Monitor, s.14. 30 Haziran 2020 tarihinde, https://www.covid19healthsystem.org/countries/germany/livinghit.aspx?Section=1.1%20Health%20communication&Type=Section adresinden alınmıştır.
• Yeung, A. B. (2004). The octagon model of volunteer motivation: Results of a phenomenological analysis. Voluntas: International Journal of Voluntary and Nonprofit Organizations, 15(1), 21-46.
• Yin, R. (1984). Case study research. Beverly Hills: Sage Publications.