ÖĞRETMEN ADAYLARININ BAŞARI AMAÇLARI, ÖĞRETMEN KİMLİKLERİ VE KİŞİSEL SORUMLULUK HİSLERİ ARASINDAKİ İLİŞKİLER

Year 2020, , 612 - 652, 07.12.2020

Güler Çetin

https://doi.org/10.19171/uefad.682249

Cited By: 1

Abstract

Bu araştırmanın amacı, öğretmen adaylarının başarı amaçları, öğretmen kimlikleri ve kişisel sorumluluk hisleri arasındaki ilişkilerin incelenmesi ve başarı amaçlarıyla kişisel sorumluluk hisleri arasındaki ilişkilerde öğretmen kimliğinin arabuluculuk rollerinin araştırılmasıdır. Araştırmada ilişkisel araştırma yönteminden hareketle, açımlayıcı ilişkisel desen kullanılmıştır. Araştırmaya 2019-2020 akademik yılının güz döneminde Batı Karadeniz Bölgesindeki bir üniversitenin eğitim fakültesinde öğrenim gören toplam 658 öğretmen adayı gönüllü olarak katılmıştır. Veriler, Öğretmenler için 3 x 2 Başarı Yönelimi Ölçeği, Meslek Öncesi Öğretmen Kimliği Ölçeği, Öğretmen Sorumluluk Ölçeği ve İyi İzlenim Bırakma Ölçeği aracılığıyla elde edilmiştir. Verilerin güvenilir biçimde çözümlenmesi amacıyla korelasyon ve yol analizleri gerçekleştirilmiştir. Araştırmanın sonuçları, öğretmen adaylarının başarı amaçlarının çok boyutlu olduğunu ve Öğretmenler için 3 x 2 Başarı Yönelimi Ölçeğinin altı faktörlü yapısı ile güvenilir biçimde tanımlanabildiğini göstermiştir. Sonuçlar ayrıca, öğretmen adaylarının başarı amaçlarının, öğretmen kimlikleri ve kişisel sorumluluk hisleriyle demografik ve kontrol değişkenlerinin etkilerinden bağımsız olarak anlamlı düzeyde ilişkilendiğini de göstermiştir. Daha önemlisi, sonuçlar öğretmen adaylarının başarı amaçları ile kişisel sorumluluk hisleri arasındaki ilişkilerde öğretmen kimliklerinin aracı rolü oynadığını da ortaya koymuştur. Araştırmada, öğretmen eğitimine ve gelecekte yapılabilecek araştırmalara ilişkin önerilere de yer verilmiştir.

Keywords

başarı amaçları, öğretmen kimliği, kişisel sorumluluk hissi, öğretmen eğitimi

THE RELATIONSHIPS BETWEEN PROSPECTIVE TEACHERS’ ACHIEVEMENT GOALS, EARLY TEACHER IDENTITY, AND PERSONAL RESPONSIBILITY

Abstract

The aim of the present study is to examine the relationships among prospective teachers’ achievement goals, early teacher identities, and sense of personal responsibility, with the intention of exploring the mediating roles of early teacher identities. Based on the correlational method, an explanatory correlational research design was used in the study. A total of 658 prospective teachers from the faculty of education of a large university located in Western Black Sea region of Turkey, voluntarily participated in the study during the fall semester of the 2019-2020 academic year. The data were obtained through 3×2 Achievement Goal Questionnaire for Teachers, Early Teacher Identity Measure, Teacher Responsibility Scale, and Good Impression Scale. Correlation and path analyses were conducted to analyze the data in a reliable manner. The results showed that prospective teachers’ achievement goals were indeed multi-dimensional and could be reliably described through the six-factor structure of the 3×2 Achievement Goal Questionnaire for Teachers. The results further showed that, regardless of the intervening effects of demographic and control variables, prospective teachers’ achievement goals were significantly and positively related to their early teacher identities, and sense of personal responsibility. More importantly, the results also revealed that prospective teachers’ early teacher identities played significant mediating roles in the relationships between their achievement goals and sense of personal responsibility. Implications for teacher education and directions for future studies were also discussed in the study.

Keywords

achievement goals, early teacher identity, sense of personal responsibility, teacher education

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