Okul Öncesi Öğretmenlerinin Öznel İyi Oluşlarında Duygu Düzenleme Stratejileri ve Öz Yeterlik Algılarının Rolü

Yıl 2024, Sayı: 61, 1950 - 1966, 27.09.2024

İmray Nur

https://doi.org/10.53444/deubefd.1400516

Öz

Öğretmenlerin öznel iyi oluşları, başka bir ifade ile mesleki mutlulukları, çocukların gelişim ve öğrenmelerini destekleyen bir sınıf ortamının oluşturulmasına etki eden önemli unsurlardan biridir. Bu nedenle okul öncesi öğretmenlerin öznel iyi oluşlarını desteklemenin yollarını belirlemeye yönelik daha fazla araştırmaya ihtiyaç vardır. Bu çalışmada, okul öncesi öğretmenlerin öznel iyi oluşlarında duygu düzenleme stratejileri ve özyeterlik algılarının yordayıcı rolünün incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Gaziantep, Adana ve Osmaniye illerinde MEB’e bağlı anaokulları ve anasınıflarında görev yapan 275 okul öncesi öğretmeni oluşturmuştur. Katılımcılar, Duygu Düzenleme Ölçeği, Öğretmen Özyeterlik Ölçeği ve Öğretmen Öznel İyi Oluş Ölçeğini’ni tamamlamışlardır. Araştırma verilerinin analizinde hiyerarşik regresyon analizi kullanılmıştır. Bağımsız değişkenlerin etki büyüklüğü (kısmi korelasyonlar, r) ve modelin bir bütün olarak etki büyüklüğü (f2) hesaplanmıştır. Bulgular, duygu düzenleme stratejilerinden duyguların yeniden değerlendirilmesinin, okul öncesi öğretmenlerinin öznel iyi oluşlarının anlamlı bir yordayıcısı olduğunu göstermiştir. Ayrıca öğretmenlerin sınıf yönetimine yönelik özyeterlik algıları öznel iyi oluşlarının önemli bir belirleyicidir. Sonuçlar, okul öncesi öğretmenlerinin duygu düzenleme becerilerini ve özyeterliklerini desteklemeye yönelik çabaların öznel refahının korunmasında ve olumlu yönde gelişmesinde etkili olabileceğini göstermecedir.

Anahtar Kelimeler

Okul öncesi öğretmeni, öznel iyi oluş, duygu düzenleme, özyeterlik

Preschool Teacher’ Subjective Wellbeing: The Role of Self-Efficacy and Emotion Regulation

Öz

Teachers' subjective well-being, in other words their professional happiness, is one of the critical factors that affect the creation of a classroom environment that supports children's development and learning.Therefore, more research is needed to determine ways to support the subjective well-being of preschool teachers.The aim of the present study was to analyze the predictive role of emotion regulation strategies and self-efficacy perceptions in the subjective well-being of preschool teachers.The participants of the study consisted of 275 pre-school teachers working in kindergartens with the Ministry of Education in the Gaziantep, Adana and Osmaniye.Participants completed the Emotion Regulation Scale, Teacher Self-Efficacy Scale, and Teacher Subjective Well-Being Scale. Hierarchical regression analysis was used to analyze the research data.The effect size of the independent variables (partial correlations, r) and the effect size of the model as a whole (f2) were calculated.Findings showed that reappraisal of emotions was a significant predictor of preschool teachers' subjective well-being.In addition, teachers' self-efficacy perceptions towards classroom management are an important determinant of their subjective well-being. The results show that efforts to support preschool teachers' emotional regulation skills and self-efficacy may be effective in protecting and positively improving their subjective well-being.

Anahtar Kelimeler

Preschool teachers, subjective well-being, emotion regulation, self-efficacy

Kaynakça

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