Teachers' Self-Regulated Learning Self-Efficacy in Distance Education

Year 2022, Volume: 20 Issue: 1, 303 - 322, 28.04.2022

Serkan Düzgün

https://doi.org/10.37217/tebd.1069092

Abstract

The present study explored the self-regulated learning self-efficacy of teachers participating in distance education in the Covid-19 pandemic by school level and their educational attainment, gender, subject matter area, age, and seniority. Considering the pandemic restrictions, the sample of this descriptive study was conveniently selected within the target population consisting of teachers providing online classes within distance education in public schools in the spring term of the 2020-2021 academic year in Ankara. The sample consisted of 543 teachers in public schools in Ankara. The data were collected using a demographic information form and the Self-Regulatory Teaching Self-Efficacy Belief Scale (SRTSES). The collected data were presented as descriptive statistics. The findings revealed that the majority of teachers used virtual classrooms, messaging applications, and education portals, while they preferred social media applications less for educational purposes. It can be said that the self-regulated learning self-efficacy of the teachers working in high school is lower than those working in other school levels; however, the self-regulated teacher self-efficacy of the preschool teachers is higher than working in other subject matter areas. There is a weak significant difference in the opinions of the teachers according to their gender. It was observed that as the age of the teachers increased, their self-regulated learning self-efficacy decreased.

Keywords

Self-Regulated Learning, Distance Education, Self-Efficacy, Teacher, Covid-19

Öğretmenlerin Uzaktan Eğitimdeki Öz Düzenlemeli Öğrenme Öz Yeterlikleri

Abstract

Bu araştırmanın amacı, Covid-19 pandemisinde uzaktan eğitime katılan öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerini; görev yaptıkları kademe, eğitim durumu, cinsiyet, branş, yaş ve hizmet süresi değişkenleri ile ilişkisini incelemektir. Araştırmada tarama yöntemi kullanılmıştır. Covid-19 pandemisi kısıtlamaları göz önünde bulundurularak uygun örnekleme yöntemi kullanılmıştır. Örneklem, Ankara’daki devlet okullarında eğitim veren 543 öğretmenden oluşmaktadır. Veriler, kişisel bilgi formu ve öğretmenler için öz düzenlemeli öğrenme öz yeterlik ölçeği kullanılarak 2020-2021 eğitim öğretim döneminde toplanmıştır. Verilerin analizinde parametrik testler kullanılmıştır. Öğretmenlerin çoğunluğunun sanal sınıfları, mesajlaşma uygulamalarını ve eğitim portallarını kullandıkları görülmektedir. Öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin genel olarak yüksek olduğu görülmektedir. Lisede görev yapan öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin diğer kademelerde görev yapanlara göre düşük olduğu bununla birlikte okul öncesi öğretmenlerinin diğer branşlarda görev yapan öğretmenlere göre öz düzenlemeli öğretmen öz yeterliklerinin yüksek olduğu söylenebilir. Öğretmenlerin görüşlerinde cinsiyetlerine göre zayıf düzeyde anlamlı farklılık vardır. Öğretmenlerin yaşları arttıkça öz düzenlemeli öğrenme öz yeterliklerinin düştüğü görülmüştür. Sonuç olarak; öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin farkında olmaları; öğrencilerinin akademik düzeylerine uygun öz düzenlemeli öğrenme içerikleri ve yöntemlerini seçmeleri açısından önemlidir. Bu sayede öğrencilerin akademik performansı arttırılabilir.

Keywords

Öz Düzenlemeli Öğrenme, Uzaktan Eğitim, Öz Yeterlik, Öğretmen, Covid-19

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