The Relationship between Competencies of Teachers Towards Students with Learning Disabilities, Their Resources of Self-Efficacy and Positive Teaching Skills

Yıl 2020, Cilt: 18 Sayı: 1, 205 - 218, 24.03.2020

Oğuz Emre , Ayşegül Ulutaş , Ramazan İnci , Burcu Çoşanay Mine Ayanoğlu , Cihangir Kaçmaz , Mehmet Akif Kay

https://doi.org/10.18026/cbayarsos.632453

Cited By: 4

Öz

Today, the education of children with learning disabilities has become a social issue. There are few studies on this subject in Turkey. This study aims to investigate the relationship between competencies of teachers towards students with learning disabilities, their self-efficacy resources of and positive teaching skills. The study group of the research, which is designed as quantitative research, consists of 317 teachers working in 25 official primary schools and 10 private primary schools. The Teacher Competencies towards Students with Learning Disabilities Scale, the Positive Teacher Scale and Self-Efficacy Resources Scale were used for data collection. Descriptive statistics and Pearson correlation coefficients were used to analyze the data. As a result, a positive, moderate and significant relationship was found between the teachers' positive attitudes and creating a flow during the course, consideration, motivation, focus on the lesson, and attention gathering.

Anahtar Kelimeler

Learning disability, Self-efficacy

Öğretmenlerin Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Yeterlikleri, Öz Yeterlik Kaynakları ve Pozitif Öğretmenlik Becerileri Arasındaki İlişki

Öz

Günümüzde öğrenme güçlüğü yaşayan çocukların eğitimi, toplumsal bir sorun haline gelmiştir. Türkiye’de de bu konu ile ilgili yapılan araştırmalar sınırlı düzeydedir. Bu çalışmada, öğretmenlerin öğrenme güçlüğü yaşayan öğrencilere yönelik yeterlikleri, öz yeterlik kaynakları ve pozitif öğretmenlik becerileri arasındaki ilişkisinin incelenmesi amaçlanmaktadır. Nicel araştırma olarak tasarlanan araştırmanın çalışma grubunu, tesadüfen seçilen 25 resmi ilkokul ve 10 özel ilkokulda görev yapan toplam 317 öğretmen oluşturmaktadır. Veri toplama aracı olarak Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretmen Yeterlilikleri Ölçeği, Pozitif Öğretmen Ölçeği ve Öz Yeterlik Kaynakları Ölçeği kullanılmıştır. Verilerin çözümlenmesinde betimleyici istatistikler ve Pearson Korelasyon katsayıları kullanılmıştır. Sonuçta; öğretmenlerin derste akış yaşatmak ile dikkate alma, güdüleme, derse odaklanma, dikkat toplama ve olumlu tutum arasında pozitif yönde, orta düzeyde ve anlamlı bir ilişki ortaya çıkmıştır.

Anahtar Kelimeler

Öğrenme Güçlüğü, Özyeterlik, Pozitif Öğretmenlik, Öğretmen

Kaynakça

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