Sosyal Kabul: Özel Gereksinimlerle Çalışan Öğretmenlerin Sosyal Kabulünü Yordayan Değişkenler

Year 2023, Volume: 7 Issue: 2, 462 - 482, 31.07.2023

Emre Laçin , Mustafa Ceylan

Abstract

Bu araştırmanın amacı, özel gereksinimli öğrencilerle çalışan öğretmenlerin sosyal kabul düzeylerini ve onların sosyal kabullerini yordayan değişkenleri belirlemektir. Bu amaçla çeşitli branşlardan 318 öğretmen araştırmaya dahil edilmiştir. Araştırma ilişkisel tarama modeline dayalı betimsel bir çalışmadır. Araştırmada veri toplama aracı olarak Özel Gereksinimli Bireyler İçin Öğretmen Sosyal Kabul Ölçeği, Öğretmenlik Mesleğine Bağlılık Ölçeği ve Öğrenci-Öğretmen İlişkileri Ölçeği-Kısa Form kullanılmıştır. Elde edilen verilerin analizinde t-testi, Pearson Çarpım Momentleri korelasyon katsayıları ve çoklu doğrusal regresyon analizi yapılmıştır. Analiz sonucunda özel gereksinimli bireylerle çalışan öğretmenlerin sosyal kabul düzeylerinin cinsiyetlerine göre farklılık göstermediği, mesleğe bağlılık ve öğrenci-öğretmen ilişkisi değişkenlerinin sosyal kabulü yüksek ve yüksek düzeyde yordadığı bulunmuştur. önemli düzeyde. Bulgular alan yazın çerçevesinde tartışılmış ve önerilerde bulunulmuştur.

Keywords

sosyal kabul,, özel gereksinimli çocukların sosyal kabulu,, öğretmen sosyal kabulu

Social Acceptence: Variables Predicting Social Acceptance of Teachers Working with Special Needs

Abstract

The aim of this study was to determine the social acceptance levels of teachers working with students with special needs and the variables that predict their social acceptance. For this purpose, 318 teachers from various branches were included in the study. The study is a descriptive study based on the relational survey model. In the study, Teacher Social Acceptance Scale for Individuals with Special Needs, Commitment to Teaching Profession Scale and Student-Teacher Relationship Scale-Short Form were used as data collection tools. In the analysis of the obtained data, t-test, Pearson Product Moments correlation coefficients and multiple linear regression analysis were performed. Because of the analysis, it was found that the social acceptance levels of teachers working with individuals with special needs did not differ according to their gender, and that the variables of commitment to the profession and student-teacher relationship predicted social acceptance at a high and significant level. The findings were discussed within the framework of the literature and suggestions were made.

Keywords

social acceptance, social acceptance of special needs, teacher social acceptance

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