TY  - JOUR
T1  - Predicting Classroom Teachers' Program Evaluation Skills from Program Literacy
TT  - Sınıf Öğretmenlerinin Eğitim Programları Okuryazarlığı Becerilerinin Eğitim Programlarını Değerlendirmelerini Yordaması
AU  - Ağlar, Cengiz
AU  - Arslan, Aysel
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.17984/adyuebd.1471757
JF  - Adıyaman University Journal of Educational Sciences
JO  - ADYUEBD
PB  - Adıyaman Üniversitesi
WT  - DergiPark
SN  - 2149-2727
SP  - 190
EP  - 219
VL  - 14
IS  - 2
LA  - en
AB  - This study aims to predict the level to which classroom teachers' program literacy explains their program evaluation level, utilizing the "Program Literacy Scale" developed by Bolat (2017) and the "Program Evaluation Scale" developed by Baş (2016). Additionally, we seek to determine the impact of participant demographics, including gender, age, seniority, and faculty type graduated, on these skills. We employed a quantitative research method with a scanning design and a random sampling approach. The study involved 380 classroom teachers from state schools during the 2023-2024 academic year. We analysed the obtained data by using descriptive analyses, independent t-tests, ANOVA tests, Tukey's HSD test, and Simple Linear Regression. Analysis revealed significant differences (p
KW  - Program evaluation
KW  - Program literacy
KW  - Classroom teacher
N2  - Bu çalışma, Bolat (2017) tarafından geliştirilen "Program Okuryazarlığı Ölçeği" ve Baş (2016) tarafından geliştirilen "Program Değerlendirme Ölçeği" kullanılarak sınıf öğretmenlerinin program okuryazarlığının program değerlendirme düzeylerini ne düzeyde açıkladığını tahmin etmeyi amaçlamaktadır. Ayrıca, cinsiyet, yaş, kıdem ve mezun olunan fakülte türü gibi katılımcı demografik özelliklerinin bu beceriler üzerindeki etkisini belirlemeyi amaçlamaktadır. Tarama tasarımı ve rastgele örnekleme yaklaşımı ile nicel bir araştırma yöntemi kullanılmıştır. Çalışmaya 2023-2024 akademik yılında devlet okullarından 380 sınıf öğretmeni katıldı. Elde edilen veriler ile betimsel analizler, bağımsız t-testleri, ANOVA testleri, Tukey'in HSD testi ve Basit Doğrusal Regresyon kullanarak analiz edildi. Analiz, öğretmen yaşı, kıdem ve mezun olunan fakülteye dayalı olarak program okuryazarlığında anlamlı farklılıklar (p
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UR  - https://doi.org/10.17984/adyuebd.1471757
L1  - https://dergipark.org.tr/tr/download/article-file/3877313
ER  -