Professional Ethical Principles for Special Education Teachers

Year 2016, Volume: 3 Issue: 1, 27 - 44, 30.04.2016

Gönül Akçamete Nilay Kayhan Fadime İşcen Karasu A. Emel Sardohan Yıldırım Mümin Şen

Abstract

Ethics is a discipline that tries to establish ideals and norms by studying and questioning ethical behavior. It also aims to assist institutions and experts to make decisions by differentiating between right and wrong. Professional ethics is one of those disciplines incorporating a sum of principles deviced by professional organizations, approved as correct in time through discussions and seen as an indispensable condition for a profession today. The purpose of this study is to establish professional ethical principles that can be used in special education teachers' pre-service and in-service training, practices and assessment. The research was designed as a scale developing study with a descriptive research model. After the field research, researchers wrote the items for the draft scale and expert opinion was taken for content validity. The tool having 85% content validity was applied to a sample group of 148 special education professionals. Construct validity of the data gathered about importance and compliance dimensions was analyzed with normality, skewness and kurtosis values test, item total correlation and with factor analysis. The minimum score is 33 and the maximum is 132; KMO value was found 86 and the Bartlett test was significant (χ²=2464,435; p=0.00). Although the deviation is not very high the normality tests should be taken into account. After the factor analyses since it was found that the variance explained by the first dimension is low (20%) in this pre application study total scores couldn’t be taken and parametric statistical analysis couldn't be done. The answers to the items were evaluated with percentage and frequency values. Special education professionals see special education professional ethical principles as important and very important; principles seen as little important vary based on education level and professional experience. Among the teachers with B.A, M.A. and Ph.D. degrees of the 33 principles nobody marked any item as “not important”, however, among the compliance principles there are some that they think are not applied.

Key words: Special education, Special education expert, Special education teacher, Professional ethics, Ethical principles.

Keywords

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Özel Eğitim Öğretmenleri İçin Mesleki Etik İlkeleri

Abstract

Etik, ahlaki davranışları irdeleyip sorgulayarak ideal ve normlar oluşturmaya çalışan; uzmanların yanlış veya doğruyu ayırt ederek karar almalarına yardımcı olmayı amaçlayan bilim dalıdır. ''Mesleki Etik'' bu disiplinlerden biri olup, günümüzde mesleğin olmazsa olmaz koşulu haline gelmiş ilkeler bütününü içerir. Bu çalışmanın amacı ülkemizde öğretmenlerin hizmet öncesi ve hizmet içi eğitimlerinde, uygulamalarında ve değerlendirilmelerinde yararlanılabilecek mesleki etik ilkeleri oluşturmaktır. Betimsel tarama modelinde bir çalışma olarak desenlenen araştırmada, 33 maddeden oluşan değerlendirme aracı araştırmacılar tarafından geliştirilmiştir. Uzman görüşüne sunularak kapsam geçerliği değeri %85 olarak hesaplanmış ve 148 özel eğitim öğretmeni ile uzmandan oluşan örneklem grubu üzerinde uygulanmıştır. ''Önemlilik ve Uyma'' derecelerine ait elde edilen verilerin normallik, basıklık, çarpıklık değerleri, madde toplam korelasyonları, faktör analizi ile yapı geçerliği incelenmiştir. Veri toplama aracından alınacak minimum puan 33, maksimum puan 132; Kaiser-Meyer, Olkin (KMO) değeri ,86 ve Bartlett testi anlamlıdır (χ²=2464,435; p=0.00). Aşırı sapma göstermese de normallik testi sonuçlarının dikkate alınması, faktör analizi sonucunda ilk boyutun tek başına açıkladığı varyansın (%20) düşük olmasından dolayı ön uygulama niteliğinde olan bu çalışmada, toplam puan alınarak parametrik istatistiksel analizler gerçekleştirilmemiş; yanıtlar yüzde ve frekans değerleri ile değerlendirilmiştir. Katılımcıların çoğu özel eğitim mesleki etik ilkelerini önemli ve çok önemli düzeyde görmekte iken; az önemli gördükleri ilkeler eğitim durumu ile mesleki kıdemlerine göre farklılaşmaktadır. Ayrıca lisans, yüksek lisans ve doktora düzeyinde mezunların etik ilkelerin önemliliğine ilişkin görüşleri benzerlik gösterirken, uyma derecesine yönelik görüşleri arasında hiç uyulmadığını düşündükleri ilkeler farklılaşmaktadır.

Anahtar Kelimeler: Özel eğitim, Özel eğitim uzmanı, Özel eğitim öğretmeni, Mesleki etik, Etik ilkeler

Keywords

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