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

Year 2022, Volume: 51 Issue: 235, 2691 - 2712, 15.08.2022
https://doi.org/10.37669/milliegitim.892325

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.

References

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Year 2022, Volume: 51 Issue: 235, 2691 - 2712, 15.08.2022
https://doi.org/10.37669/milliegitim.892325

Abstract

References

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  • 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.
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There are 78 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Tuba Gokmenoglu 0000-0003-0710-4390

Nurben Doğan 0000-0002-9805-559X

Publication Date August 15, 2022
Published in Issue Year 2022 Volume: 51 Issue: 235

Cite

APA Gokmenoglu, T., & Doğan, N. (2022). ÖĞRETMENLERİ COVID-19 SALGINI SIRASINDA TOPLUM İÇİN ÇALIŞMAYA MOTİVE EDEN NEDİR? VEFA SOSYAL DESTEK GRUPLARI ÖRNEĞİ. Milli Eğitim Dergisi, 51(235), 2691-2712. https://doi.org/10.37669/milliegitim.892325