MATEMATİK ÖĞRETMENLERİNİN ÖĞRETİMLERİNE YÖNELİK ÖZ-YETERLİK İNANÇLARI

Abstract

Öz-yeterlik inancı kavramı, matematik öğretiminin duyuşsal alanının önemli faktörlerinden birisidir. Öz-yeterlik inancı, davranışları etkilediği için insan davranışlarının gelişiminde de çok etkili bir role sahiptir. Bu bağlamda bu çalışmada, matematik öğretmenlerinin öğretimlerine yönelik öz-yeterlik inançları belirlenmeye çalışılmıştır. Bunun için, Riggs ve Enoch (1990) tarafından geliştirilen “Fen Öğretimi Yeterlik İnancı Ölçeği” ne dayalı olarak araştırmacı tarafından Likert-tipindeki “Matematik Öğretimine Yönelik Öz-Yeterlik Ölçeği” geliştirilmiştir. Ölçekte, yapı geçerliği sağlanmıştır. Ölçeğin geçerliğini belirlemek üzere açımlayıcı faktör analizi yapılmıştır. Faktör analizi sonuçları, ölçeğin üç faktöre sahip olduğunu göstermiştir. Ölçeğin güvenirliği için Cronbach Alpha Katsayısı ise 0,799 olarak hesaplanmıştır. Ölçek, 2004 -2005 eğitim-öğretim yılı başında, Sivas il merkezinde bulunan 15 ilköğretim okulunda görev yapan 30 ve 12 lisede görev yapan 30 matematik öğretmeni olmak üzere toplam 60 matematik öğretmenine uygulanmıştır. Verilerin analizi sonucunda, hem ilköğretim II. kademede hem de lisede görev yapan matematik öğretmenlerinin, etkili matematik öğretimi yaptıklarına ve öğretim yeterliğine sahip olduklarına yönelik inançlarının, öğrencileri matematiğe yönelik motive etmek ve onlara yardımcı olmak noktasındaki inançlarına göre daha yüksek düzeyde olduğu tespit edilmiştir. Ayrıca, ilköğretim ve lisede görev yapma durumunun ölçeğin tamamı ve faktörleri bakımından anlamlı bir farklılık göstermediği de belirlenmiştir.

Keywords

• Duyuşsal alan, matematik öğretimi, matematik öğretmenleri, öz-yeterlik inancı

SELF-EFFICACY BELIEFS OF MATHEMATICS TEACHERS TOWARD THEIR TEACHING

Abstract

Self-efficacy belief is one of the most important factors affecting teaching mathematics’ affective domain. It has an essential role in development of human behavior as it affects behaviors. In this connection, the present study attempted to examine mathematics teachers’ self-efficacy beliefs toward their teaching. For this purpose, a Self-Efficacy Beliefs toward Mathematics Teaching Scale was adapted by the researcher from STEBI (Science Teaching Efficacy Belief Instrument) which was developed by Riggs and Enochs in 1990. Construct validity was established in the scale. Exploratory factor analysis revealed that the scale included three factors. Cronbach Alpha Coefficient is calculated as .799 for reliability of the scale. During the fall semester in 2004-2005 academic year, the scale was conducted to 60 mathematics teachers who were randomly selected from15 primary schools (N=30) and from 12 high schools (N=30). Analysis of data showed the beliefs of two groups of teachers about teaching mathematics effectively and having efficacy in teaching are higher than the beliefs about helping the students and motivating them towards mathematics. Moreover, the differences in school types as primary or high schools are significant.

Keywords

• Affective domain, mathematics teaching, mathematics teachers, self-efficacy belief

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