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Investigation of the Levels of Trust in Their Teachers of Pre-Adolescent Children

Yıl 2024, Cilt: 15 Sayı: 2, 1220 - 1240, 28.08.2024
https://doi.org/10.51460/baebd.1499824

Öz

The feeling of trust is of fundamental importance for the teacher-child relationship, which has an important place in the school lives of pre-adolescent children, and trust in the teacher contributes significantly to the development of the child. Therefore, this study aimed to examine the trust that pre-adolescent children have in their teachers. The research was planned according to the survey model, one of the quantitative research methods, and simple random sampling was used among the sampling methods. The research was conducted in the spring semester of the 2022-2023 academic year with 549 children who were in the 6th, 7th, and 8th grades and agreed to participate in the study. “Demographic Information Form” and “Teacher Trust Scale” were used to collect data. Since the data showed normal distribution, one-way analysis of variance (ANOVA), post-hoc t-test, and Tukey HSD were used to analyze the data. According to the results of the research, girls have less trust in their teachers, the level of trust in teachers does not change depending on the type of school, children's trust in their teachers increases as the quality of their relationships with their parents, teachers, and classmates improves, and those who do not have any social media accounts or who have social media spend less than one hour a day. It is seen that children who spend time on social media have higher trust in teachers than children who spend more time a day on social media.

Kaynakça

  • Alamri, M. (2019). Undergraduate students’ perceptions toward social media usage and academic performance: a study from Saudi Arabia. International Journal of Emerging Technologies in Learning (IJET), 14(3), 61. https://doi.org/10.3991/ijet.v14i03.9340
  • Alharbi, K. A., Alharbi, A. A., Althunayyan, F. S., Alsuhaibani, K. A., Alsalameh, N. S., Alhomaid, M. H., Albahouth, I. S., ve Hamid, P. (2019). School's teachers knowledge about autism in al-badayacity, al-qassim region, Kingdom of Saudi Arabia. Materia Socio Medica, 31(1), 1-6. https://doi.org/10.5455/msm.2019.31.4-9
  • Amemiya, J., Fine, A., ve Wang, M. T. (2019). Trust and discipline: adolescents’ institutional and teacher trust predict classroom behavioral engagement following teacher discipline. Child Development, 91(2), 661-678. https://doi.org/10.1111/cdev.13233
  • Anwar, M., Anwar, A., ve Marwan, A. (2022). Impact of social media usage on academic procrastination. Global Educational Studies Review, VII(II), 251-262. https://doi.org/10.31703/gesr.2022(vii-ii).24
  • Atik, S., Özer, N., ve Karadağ, N. (2018). Öğrencilerin öğretmenlerine güven düzeyleri, okul tükenmişlikleri i̇le akademik başarılarının yapısal eşitlik modellemesiyle i̇ncelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(2), 259-283. https://doi.org/10.17984/adyuebd.452429
  • Bassi, G., Mancinelli, E., Boldrini, B., Mondini, G., Ferruzza, E., Riso, D., ve Salcuni, S. (2022). Perception of changing habits among Italian children and adolescents during covid-19 quarantine: an epidemiological study. Children, 9(6), 1-12. https://doi.org/10.3390/children9060806
  • Boiadjieva, N. ve Vachkov, I. V. (2021). Children’s attitude toward different types of primary schools in bulgaria. SHS Web of Conferences, 98, 1-6. https://doi.org/10.1051/shsconf/20219801004
  • Bosmans, G., Spilt, J., Vervoort, E., ve Verschueren, K. (2018). Inhibited symptoms of reactive attachment disorder: links with working models of significant others and the self. Attachment & Human Development, 21(2), 190-204. https://doi.org/10.1080/14616734.2018.1499213
  • Brown, P. (2022). White educators working with black parents: resistance and trust. Phi Delta Kappan, 103(6), 46-51. https://doi.org/10.1177/00317217221082810
  • Cruz, C., Dukpa, C., Vanderburg, J. L., Rauniyar, A. K., Giri, P., Bhattarai, S., Thapa, A., Hampanda, K., Lamb, M. M. ve Matergia, M. (2022). Teacher, caregiver, and student acceptability of teachers delivering task-shifted mental health care to students in darjeeling, india: a mixed methods pilot study. Discover Mental Health, 2(1), 1-24. https://doi.org/10.1007/s44192-022-00024-z
  • Demir, M. ve Şad, S. (2019). Öğretmen ve öğrenci̇leri̇n sosyal medya üzeri̇nden etki̇leşi̇m kurma ve kurmama nedenleri̇ni̇n örtük program açısından i̇ncelenmesi̇. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 346-360. https://doi.org/10.17240/aibuefd.2019.19.43815-456001
  • Doğan, S. (2020). As an educationalist working for a public school, would you send your child to a private school? private schools in Turkey. Research in Pedagogy, 10(2), 417-435. https://doi.org/10.5937/istrped2002417d
  • Dong, Y., Wang, H., Luan, F., Li, Z., ve Li, C. (2021). How children feel matters: teacher–student relationship as an indirect role between interpersonal trust and social adjustment. Frontiers in Psychology, 11, 1-10. https://doi.org/10.3389/fpsyg.2020.581235
  • Fang, X. (2020). What research tells us about how trust is built in kindergarten and why it is important for children’s education. Review of Educational Theory, 3(4), 88-97. https://doi.org/10.30564/ret.v3i4.2459
  • Fegert, J. M., Vitiello, B., Plener, P. L., ve Clemens, V. (2020). Challenges and burden of the coronavirus 2019 (covid-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(1), 1-11. https://doi.org/10.1186/s13034-020-00329-3
  • Fitzsimmons, T., Yates, M., ve Callan, V. (2021). Lean in the role of single sex schools in the gendering of confidence in high school adolescents. Australian Journal of Career Development, 30(2), 139-149. https://doi.org/10.1177/10384162211012045
  • Fredricks, J. A., Parr, A., Amemiya, J., Wang, M. T., ve Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: a mixed-methods study. Journal of Adolescent Research, 34(5), 491-527. https://doi.org/10.1177/0743558419830638
  • Gao, L. (2023). Teacher–student relationships and adolescents' classroom incivility: a moderated mediation model of moral disengagement and negative coping style. Psychology in the Schools, 61(2), 496-513. https://doi.org/10.1002/pits.23064
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Ön Ergenlik Dönemindeki Çocukların Öğretmenlerine Duydukları Güvenin İncelenmesi

Yıl 2024, Cilt: 15 Sayı: 2, 1220 - 1240, 28.08.2024
https://doi.org/10.51460/baebd.1499824

Öz

Ön ergenlik dönemindeki çocukların okul yaşantılarında önemli yere sahip olan öğretmen-çocuk ilişkisi için güven duygusu temel bir öneme sahiptir ve öğretmene duyulan güven çocuğun gelişimine önemli katkılar sağlamaktadır. Bu nedenle bu araştırmada ön ergenlik dönemindeki çocukların öğretmenlerine duydukları güven düzeylerini açıklayan etmenlerin incelenmesi amaçlanmıştır. Araştırma, nicel araştırma yöntemlerinden tarama modeline göre planlanmış olup örnekleme yöntemlerinden basit seçkisiz örnekleme kullanılmıştır. Araştırma 2022-2023 eğitim-öğretim yılı bahar döneminde 6., 7. ve 8. sınıfa giden ve çalışmaya katılmayı kabul eden 549 çocuk ile gerçekleştirilmiştir. Veri toplamak için “Demografik Bilgi Formu” ve “Öğrenciler İçin Öğretmene Güven Ölçeği” kullanılmıştır. Veriler normal dağılım gösterdiği için verilerin analizinde tek yönlü varyans analizi (ANOVA), post-hoc t-testi ve Tukey HSD kullanılmıştır. Araştırma sonucuna göre kız çocuklarının öğretmenlerine daha az güven duydukları, okul türüne göre öğretmene duyulan güven düzeyinin değişmediği, çocukların ebeveynleri, öğretmenleri, sınıf arkadaşları olan ilişkilerinin niteliği iyileştikçe öğretmenlerine duydukları güvenin de arttığı, hiç sosyal medya hesabı olmayan veya sosyal medyası olup günde bir saatten az vakit geçiren çocukların, sosyal medyada günde daha fazla vakit geçiren çocuklara göre öğretmene duydukları güvenin daha yüksek olduğu görülmektedir.

Etik Beyan

Yapılan bu çalışmada araştırma etiği ilkeleri gözetilmiş olup gerekli etik kurul izinleri alınmıştır. Etik kurul izni kapsamında; XXXX Üniversitesi Sosyal Bilimler Bilimsel Araştırmalar Etik Kurulu’ndan 09/02/2023 tarihinde (E-43037191-604.01.01-6854) oybirliği ile Karar No: 09 sayılı belge alınmıştır.

Kaynakça

  • Alamri, M. (2019). Undergraduate students’ perceptions toward social media usage and academic performance: a study from Saudi Arabia. International Journal of Emerging Technologies in Learning (IJET), 14(3), 61. https://doi.org/10.3991/ijet.v14i03.9340
  • Alharbi, K. A., Alharbi, A. A., Althunayyan, F. S., Alsuhaibani, K. A., Alsalameh, N. S., Alhomaid, M. H., Albahouth, I. S., ve Hamid, P. (2019). School's teachers knowledge about autism in al-badayacity, al-qassim region, Kingdom of Saudi Arabia. Materia Socio Medica, 31(1), 1-6. https://doi.org/10.5455/msm.2019.31.4-9
  • Amemiya, J., Fine, A., ve Wang, M. T. (2019). Trust and discipline: adolescents’ institutional and teacher trust predict classroom behavioral engagement following teacher discipline. Child Development, 91(2), 661-678. https://doi.org/10.1111/cdev.13233
  • Anwar, M., Anwar, A., ve Marwan, A. (2022). Impact of social media usage on academic procrastination. Global Educational Studies Review, VII(II), 251-262. https://doi.org/10.31703/gesr.2022(vii-ii).24
  • Atik, S., Özer, N., ve Karadağ, N. (2018). Öğrencilerin öğretmenlerine güven düzeyleri, okul tükenmişlikleri i̇le akademik başarılarının yapısal eşitlik modellemesiyle i̇ncelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 8(2), 259-283. https://doi.org/10.17984/adyuebd.452429
  • Bassi, G., Mancinelli, E., Boldrini, B., Mondini, G., Ferruzza, E., Riso, D., ve Salcuni, S. (2022). Perception of changing habits among Italian children and adolescents during covid-19 quarantine: an epidemiological study. Children, 9(6), 1-12. https://doi.org/10.3390/children9060806
  • Boiadjieva, N. ve Vachkov, I. V. (2021). Children’s attitude toward different types of primary schools in bulgaria. SHS Web of Conferences, 98, 1-6. https://doi.org/10.1051/shsconf/20219801004
  • Bosmans, G., Spilt, J., Vervoort, E., ve Verschueren, K. (2018). Inhibited symptoms of reactive attachment disorder: links with working models of significant others and the self. Attachment & Human Development, 21(2), 190-204. https://doi.org/10.1080/14616734.2018.1499213
  • Brown, P. (2022). White educators working with black parents: resistance and trust. Phi Delta Kappan, 103(6), 46-51. https://doi.org/10.1177/00317217221082810
  • Cruz, C., Dukpa, C., Vanderburg, J. L., Rauniyar, A. K., Giri, P., Bhattarai, S., Thapa, A., Hampanda, K., Lamb, M. M. ve Matergia, M. (2022). Teacher, caregiver, and student acceptability of teachers delivering task-shifted mental health care to students in darjeeling, india: a mixed methods pilot study. Discover Mental Health, 2(1), 1-24. https://doi.org/10.1007/s44192-022-00024-z
  • Demir, M. ve Şad, S. (2019). Öğretmen ve öğrenci̇leri̇n sosyal medya üzeri̇nden etki̇leşi̇m kurma ve kurmama nedenleri̇ni̇n örtük program açısından i̇ncelenmesi̇. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 346-360. https://doi.org/10.17240/aibuefd.2019.19.43815-456001
  • Doğan, S. (2020). As an educationalist working for a public school, would you send your child to a private school? private schools in Turkey. Research in Pedagogy, 10(2), 417-435. https://doi.org/10.5937/istrped2002417d
  • Dong, Y., Wang, H., Luan, F., Li, Z., ve Li, C. (2021). How children feel matters: teacher–student relationship as an indirect role between interpersonal trust and social adjustment. Frontiers in Psychology, 11, 1-10. https://doi.org/10.3389/fpsyg.2020.581235
  • Fang, X. (2020). What research tells us about how trust is built in kindergarten and why it is important for children’s education. Review of Educational Theory, 3(4), 88-97. https://doi.org/10.30564/ret.v3i4.2459
  • Fegert, J. M., Vitiello, B., Plener, P. L., ve Clemens, V. (2020). Challenges and burden of the coronavirus 2019 (covid-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality. Child and Adolescent Psychiatry and Mental Health, 14(1), 1-11. https://doi.org/10.1186/s13034-020-00329-3
  • Fitzsimmons, T., Yates, M., ve Callan, V. (2021). Lean in the role of single sex schools in the gendering of confidence in high school adolescents. Australian Journal of Career Development, 30(2), 139-149. https://doi.org/10.1177/10384162211012045
  • Fredricks, J. A., Parr, A., Amemiya, J., Wang, M. T., ve Brauer, S. (2019). What matters for urban adolescents’ engagement and disengagement in school: a mixed-methods study. Journal of Adolescent Research, 34(5), 491-527. https://doi.org/10.1177/0743558419830638
  • Gao, L. (2023). Teacher–student relationships and adolescents' classroom incivility: a moderated mediation model of moral disengagement and negative coping style. Psychology in the Schools, 61(2), 496-513. https://doi.org/10.1002/pits.23064
  • Huda, S. A., Chairunnisa, C., ve Utami, P. P. (2020). Analysis of organizational citizenship behavior in school. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 6(3), 356-364. https://doi.org/10.33394/jk.v6i3.2891
  • Jang, Y., Cho, H., Mok, Y., Chi, S., Han, C., Yi, H., ve Lee, M. (2023). Impact of the coronavirus disease pandemic on mental health among school students in Korea during the covid-19 pandemic. Journal of Korean Academy of Child and Adolescent Psychiatry, 34(2), 63-68. https://doi.org/10.5765/jkacap.220036
  • Jessop, M., Fischer, A., ve Good, P. (2022). Impact of expected parental death on the health of adolescent and young adult children: a systematic review of the literature. Palliative Medicine, 36(6), 928-937. https://doi.org/10.1177/02692163221092618
  • Jose, K., Banks, S., Hansen, E., Jones, R., Zubrick, S., Stafford, J., ve Taylor, C. (2020). Parental perspectives on children’s school readiness: an ethnographic study. Early Childhood Education Journal, 50(1), 21-31. https://doi.org/10.1007/s10643-020-01130-9
  • Keane, K., Evans, R., Orihuela, C., ve Mrug, S. (2023). Teacher–student relationships, stress, and psychosocial functioning during early adolescence. Psychology in the Schools, 60(12), 5124-5144. https://doi.org/10.1002/pits.23020
  • Koenen, A., Borremans, L., Vroey, A., Kelchtermans, G., ve Spilt, J. (2021). Strengthening individual teacher-child relationships: an intervention study among student teachers in special education. Frontiers in Education, 6, 1-11. https://doi.org/10.3389/feduc.2021.769573
  • Korkmaz, G. (2021). Effective teacher characteristics in terms of instructional skills, personality traits, subject matter knowledge and professional development. Türk Eğitim Bilimleri Dergisi, 19(1), 525-541. https://doi.org/10.37217/tebd.898343
  • Lavy, V. ve Megalokonomou, R. (2019). Persistency in teachers’ grading bias and effects on longer-term outcomes: university admissions exams and choice of field of study. (No. w26021). National Bureau of Economic Research. https://doi.org/10.3386/w26021
  • Lee, E. J. ve Kim, H. O. (2021). Effects of depression and social interaction on smartphone addiction among female adolescents. Journal of Child and Adolescent Psychiatric Nursing, 35(1), 68-75. https://doi.org/10.1111/jcap.12349
  • Lei, S., Chiu, D., Lung, M., ve Chan, C. (2021). Exploring the aids of social media for musical instrument education. International Journal of Music Education, 39(2), 187-201. https://doi.org/10.1177/0255761420986217
  • Ling, G., Liu, J., Hua, S., Yang, J., ve Wang, X. (2022). Teacher–student relationship and adolescents’ bullying perpetration: a moderated mediation model of deviant peer affiliation and peer pressure. Journal of Social and Personal Relationships, 39(7), 2003-2021. https://doi.org/10.1177/02654075221074393
  • Neaverson, A., Murray, A., Ribeaud, D., ve Eisner, M. (2022). Disrupting the link between corporal punishment exposure and adolescent aggression: the role of teacher-child relationships. Journal of Youth and Adolescence, 51(12), 2265-2280. https://doi.org/10.1007/s10964-022-01666-6
  • Nelson, L., Roots, K., Dunn, T., Rees, A., Hull, D., ve Gordon, W. (2021). Effects of a regional school-based mindfulness programme on students’ levels of wellbeing and resiliency. International Journal of Spa and Wellness, 5(1), 1-15. https://doi.org/10.1080/24721735.2021.1909865
  • Niaz, R. A., Ali, N., ve Kiazai, A. N. (2021). Comparison of pedagogical practices of public and private secondary schools in quetta district. Pakistan Journal of Educational Research, 4(2), 1-11. https://doi.org/10.52337/pjer.v4i2.423
  • Obadă, D. ve Dabija, D. (2022). The mediation effects of social media usage and sharing fake news about companies. Behavioral Sciences, 12(10), 1-15. https://doi.org/10.3390/bs12100372
  • Orhan, A. ve Vardar, A. (2019). Foreign language teacher education in Finland and Turkey: a comparative glance at teaching practice. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 309-330. https://doi.org/10.17240/aibuefd.2019..-418264
  • Panda, P. K., Gupta, J., Chowdhury, S. R., Kumar, R., Meena, A. K., Madaan, P., Sharawat, I. K. ve Gulati, S. (2020). Psychological and behavioral impact of lockdown and quarantine measures for covid-19 pandemic on children, adolescents and caregivers: a systematic review and meta-analysis. Journal of Tropical Pediatrics, 67(1), 1-13. https://doi.org/10.1093/tropej/fmaa122
  • Priest, N., Alam, O., Truong, M., Sharples, R., Nelson, J., Dunn, K., Francis, K. L., Paradies, Y., ve Kavanagh, A. (2021). Promoting proactive bystander responses to racism and racial discrimination in primary schools: a mixed methods evaluation of the ‘speak out against racism’ program pilot. BMC Public Health, 21(1), 1-17. https://doi.org/10.1186/s12889-021-11469-2
  • Raza, M., Gilani, N., ve Waheed, S. (2021). School leaders' perspectives on successful leadership: a mixed methods case study of a private school network in pakistan. Frontiers in Education, 6, 1-10. https://doi.org/10.3389/feduc.2021.656491
  • Rinaldo, N., Toselli, S., Gualdi-Russo, E., Zedda, N., ve Zaccagni, L. (2020). Effects of anthropometric growth and basketball experience on physical performance in pre-adolescent male players. International Journal of Environmental Research and Public Health, 17(7), 1-12. https://doi.org/10.3390/ijerph17072196
  • Rutter, L., Howard, J., Riley, T., Jesús-Romero, R., ve Lorenzo-Luaces, L. (2021). Social media use, physical activity, and internalizing symptoms in adolescence: cross-sectional analysis. Jmir Mental Health, 8(9), 1-14. https://doi.org/10.2196/26134
  • Septiana, A., Hamzah, H., ve Amri, Z. (2019). Verbal interaction between male and female teachers and their students in the English classes. Advances in Social Science, Education and Humanities Research, 301, 513-516. https://doi.org/10.2991/icla-18.2019.83
  • Shafait, Z., Khan, M., Sahibzada, U., Dacko-Pikiewicz, Z., ve Popp, J. (2021). An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: a correlational study in higher education. Plos One, 16(8), 1-21. https://doi.org/10.1371/journal.pone.0255428
  • Sipayung, E. ve Cheng, C. (2023). Investigating parents' degrees of trust and communication towards teachers in Indonesian kindergartens. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 7(1), 927-936. https://doi.org/10.31004/obsesi.v7i1.3590
  • Smith, J., McLaughlin, T., ve Aspden, K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: does gender matter? Australasian Journal of Early Childhood, 44(4), 408-422. https://doi.org/10.1177/1836939119870889
  • Sökmez, A., Çok, F., ve Avcı, D. (2020). Investigation of school climate perceptions of high school students. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 53(2), 665 – 692. https://doi.org/10.30964/auebfd.547628
  • Syahabuddin, K., Fhonna, R., ve Maghfirah, U. (2020). Teacher-student relationships: an influence on the English teaching-learning process. Studies in English Language and Education, 7(2), 393-406. https://doi.org/10.24815/siele.v7i2.16922
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  • Wang, D. ve Fawzi, W. (2020). Impacts of school feeding on educational and health outcomes of school-age children and adolescents in low- and middle-income countries: protocol for a systematic review and meta-analysis. Systematic Reviews, 9(1), 1-8. https://doi.org/10.1186/s13643-020-01317-6
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  • Wu, G. ve Zhang, L. (2022). Longitudinal associations between teacher-student relationships and prosocial behavior in adolescence: the mediating role of basic need satisfaction. International Journal of Environmental Research and Public Health, 19(22), 1-14. https://doi.org/10.3390/ijerph192214840
  • Yakar, Z., Uzun, E., ve Tekerek, B. (2021). Öğretmenlik uygulaması dersi kapsamında karşılaşılan sorunlar ve çözüm önerileri. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 18(1), 220-245. https://doi.org/10.33437/ksusbd.655590
  • Yang, X., Zhao, H., Zhou, J., ve Gong, X. (2024). Longitudinal relations among parent–child relationships, positivity, and teachers–student relationships in Chinese children. School Psychology, 39(2), 201-212. https://doi.org/10.1037/spq000055
  • You, Y., Yang‐Huang, J., Raat, H., ve Grieken, A. (2022). Social media use and health-related quality of life among adolescents: cross-sectional study. Jmir Mental Health, 9(10), 1-11. https://doi.org/10.2196/39710
  • Zhang, F., Jiang, Y., Lei, X., ve Huang, S. (2019). Teacher power and children's loneliness: moderating effects of teacher‐child relationships and peer relationships. Psychology in the Schools, 56(9), 1455-1471. https://doi.org/10.1002/pits.22295
  • Zhang, C. ve Li, Y. (2019). How social media usage influences b2b customer loyalty: roles of trust and purchase risk. Journal of Business and Industrial Marketing, 34(7), 1420-1433. https://doi.org/10.1108/jbim-07-2018-0211
  • Zhu, J., Xia, X., Wu, Q., Zou, S., ve Li, Y. (2023). Callous-unemotional traits and social adjustment among chinese preschoolers: the moderating role of teacher-child relationship. International Journal of Environmental Research and Public Health, 20(4), 1-15. https://doi.org/10.3390/ijerph20043426
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çocuk Gelişimi Eğitimi
Bölüm Makaleler
Yazarlar

Hilal Mercan Akçay 0000-0002-4202-3230

Haktan Demircioğlu 0000-0002-5092-1698

Erken Görünüm Tarihi 11 Ağustos 2024
Yayımlanma Tarihi 28 Ağustos 2024
Gönderilme Tarihi 11 Haziran 2024
Kabul Tarihi 11 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 15 Sayı: 2

Kaynak Göster

APA Mercan Akçay, H., & Demircioğlu, H. (2024). Ön Ergenlik Dönemindeki Çocukların Öğretmenlerine Duydukları Güvenin İncelenmesi. Batı Anadolu Eğitim Bilimleri Dergisi, 15(2), 1220-1240. https://doi.org/10.51460/baebd.1499824