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Gerçeklik Terapisine Dayalı Psikoeğitim Programının Öğretmenlerin Psikolojik İhtiyaç Doyumu Öznel İyi Oluş Düzeylerine Etkisi

Yıl 2022, Cilt: 3 Sayı: 2, 285 - 327, 30.09.2022
https://doi.org/10.54637/ebad.1125098

Öz

Bu araştırmanın amacı, Gerçeklik Terapisi’ne dayalı olarak geliştirilen psikoeğitim programının öğretmenlerin ihtiyaç doyumu ve öznel iyi oluş düzeyleri üzerindeki etkisinin incelenmesidir. Araştırma, eşleştirilmiş deney ve kontrol gruplu ön test, son test ve izleme testi modeline dayalı 2X3 faktörlü yarı deneysel bir araştırma olarak yürütülmüştür. Araştırma kapsamında altı oturumluk psikoeğitim programı geliştirilmiş, geliştirilen program haftada bir oturum olacak şekilde öğretmenlere uygulanmıştır. Araştırmada veri toplama aracı olarak Pozitif ve Negatif Duygu Ölçeği, Yaşam Doyumu Ölçeği ve Psikolojik İhtiyaçlar Ölçeği kullanılmıştır. Veriler karışık desenler için ANOVA yöntemi ile analiz edilmiştir. Araştırma sonucunda psikoeğitim programına katılan deney grubunun Yaşam Doyumu Ölçeği, Pozitif ve Negatif Duygu Ölçeğinin Pozitif Duygu alt ölçeği ve Psikolojik İhtiyaçlar Ölçeği’nden aldıkları puanların kontrol grubuna göre manidar şekilde yükseldiği, Pozitif ve Negatif Duygu Ölçeği’nin Negatif Duygu) alt ölçeğinden aldıkları puanların ise kontrol grubuna göre manidar şekilde azaldığı, gözlenen değişimlerin izleme testinde de devam ettiği görülmüştür.

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The Effect of Psychoeducation Program Based On Reality Therapy On Teachers’ Psychological Needs Satisfaction and Subjective Well-Being Levels

Yıl 2022, Cilt: 3 Sayı: 2, 285 - 327, 30.09.2022
https://doi.org/10.54637/ebad.1125098

Öz

The aim of the study was to examine the effect of the Reality Therapy based psychoeducation program on the psychological need satisfaction and subjective well-being levels of the teachers. The study was conducted with paired experimental and control groups with pre, post and follow up tests with a quasi-experimental, 2x3 factorial design. Within the scope of the study, a six sessions psychoeducation program was developed, and the developed program was administered to the teachers on a once-a-week basis. As data collection instruments, the Positive and Negative Affect Schedule, the Satisfaction with Life Scale, and the Psychological Needs Inventory were used. The data were analyzed with mixed-design ANOVA. As a result of the study, it was observed that for the experimental group that received the psychoeducation program, the Satisfaction with Life Scale, the Positive Affect subscale of the Positive and Negative Affect Schedule, and the Psychological Needs Inventory were scores of participants were significantly increased compared to the control group, whereas the Negative Affect subscale of the Positive and Negative Affect Schedule scores were significantly decreased compared to the control group. The demonstrated changes were also observed to continue in the follow-up tests.

Kaynakça

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  • Obsuth, I., Murray, A. L., Malti, T., Sulger, P., Ribeaud, D. & Eisner, M. (2017). A non-bipartite propensity score analysis of the effects of teacher–student relationships on adolescent problem and prosocial behavior. Journal of Youth Adolescence, 46, 1661-1687. https://doi.org/10.1007/s10964-016-0534-y.
  • Organization for Economic Co-operation and Development (2005). Teachers matter: Attracting, developing and retaining effective teacher education and training policy.
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  • Özmen, A. (2004). Seçim Kuramı’na ve Gerçeklik Terapisi’ne dayalı öfkeyle başa çıkma eğitimi programının ve etkileşim grubu uygulamasının üniversite öğrencilerinin öfkeyle başa çıkma becerileri üzerine etkisi (The impact of coping with anger training program based on Choice Theory and Reality Therapy and encounter group experience on students skills in coping with anger) [Unpublished doctoral dissertation]. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Öztürk, A. (2015). Öğretmenlerin sahip oldukları yaşam amaçları ve sosyal desteğin öznel iyi oluş üzerindeki yordayıcı rolü [The predictor role of life goals teachers have and social support on subjective well-being]. Uluslararası Türk Eğitim Bilimleri Dergisi, 5, 338-347.
  • Palancı, M. (2004). Üniversite öğrencilerinin sosyal kaygı problemlerini açıklama ve gidermeye yönelik Gerçeklik Terapisi oryantasyonlu bir yardım modelinin geliştirilmesi. (A Reality Therapy oriented helping model for explaining and reducing collage students' social anxiety) [Unpublished doctoral dissertation]. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
  • Pallant, J. (2011). SPSS survivor manual: A step by step guide to data analysis using SPSS. London, UK: Allen&Unwin.
  • Petra, J. R. (2000). The effects of a Choice Theory and Reality Therapy parenting program on children’s behavior (Doctoral dissertation). The Union Institute Graduate College Clinical Psychology, Cincinnati. Available from ProQuest Dissertations & Theses Global. (UMI No. 9989078).
  • Qian, X. L., Yarnal, C. M. & Almeida, D. M. (2014). Does leisure time moderate or mediate the effect of daily stress on positive affect? Journal of Leisure Research, 46(1), 106-124. https://doi.org/10.1080/00222216.2014.11950315.
  • Rahm, T., & Heise, E. (2019). Teaching happiness to teachers: Development and evaluation of a training in subjective well-being. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02703.
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J. & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419–435. https://doi.org/10.1177%2F0146167200266002.
  • Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: the mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422. https://doi.org/10.1037/0022-0663.88.3.408.
  • Roffey, S. (2012). Pupil wellbeing-teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8-17.
  • Roorda, D.L., Koomen, M.Y., Split, J.L. & Oort, F.J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102%2F0034654311421793.
  • Salter-Jones, E. (2012). Promoting the emotional wellbeing of teaching staff in secondary schools. Educational and Child Psychology, 29(4), 18-31.
  • Sisask, M., Värnik, P., Värnik, A., Apter, A., Balazs, J., Balint, M., Bobes, J., Brunner, R., Corcoran, P., & Cosman, D. (2014). Teacher satisfaction with school and psychological wellbeing affects their readiness to help children with mental health problems. Health Education Journal, 73(4), 382-393. https://doi.org/10.1177%2F0017896913485742.
  • Soykan, A., Gardner, D., & Edwards, T. (2019). Subjective wellbeing in New Zealand teachers: An examination of the role of psychological capital. Journal of Psychologists and Counsellors in Schools, 29(2), 130-138. doi:10.1017/jgc.2019.14.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel kavramlar ve örnek uygulamalar [Structual Equation Medeling: Basic concepts and applications]. Türk Psikoloji Yazıları, 3(6):74-79.
  • Sutton, R. E. & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358. https://doi.org/10.1023/A:1026131715856.
  • Tabachnick, B. G. & Fidel, L. S. (2013). Using multivariate statistics. London, UK: Pearson.
  • Tanrıkulu, T. (2013). Siber zorbalıkla ilgili değişkenlerin incelenmesi ve Gerçeklik Terapisi yönelimli bir müdahale programının siber zorbaca davranışlar üzerindeki etkisi (The analysis of variables about cyber bullying and the effect of an intervention program with tendency to Reality Therapy on cyber bullying behaviors) [Unpublished doctoral dissertation]. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
  • Tay, L. & Diener, E. (2011). Needs and subjective well-being around the world. Journal of Personality and Social Psychology, 101(2), 354-365. https://doi.org/10.1037/a0023779.
  • Terzi̇, S. (2017). Öğretmenlerin iş doyumları ile mutluluk düzeyleri arasındaki ilişkinin incelenmesi [Analysis of the relationships between teacher’s job satisfaction and their happiness levels]. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 6(17) 475-487.
  • Türkdoğan, T. ve Duru, E. (2012). Üniversite Öğrencileri Temel İhtiyaçlar Ölçeği'nin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Developing University Students Basic Needs Scale (USBNS): Validity and reliability study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 81-91.
  • Türkdoğan, T. (2015). Gerçeklik Terapisi müdahalelerinin okullardaki etkililiği: İlkokul ve orta okul öğrencilerine yönelik bir inceleme [The effectiveness of Reality Therapy based interventions in schools: An examination about the primary school and middle school students sample]. Ege Eğitim Dergisi, 16(1), 81-105.
  • Vansteenkiste, M., Neyrinck, B., Niemiec, C. P., Soenens, B., De Witte, H., & Van, D. B. (2010). On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach. Journal of Occupational & Organizational Psychology, 80, 251–277. https://doi.org/10.1348/096317906X111024.
  • Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers-The vital resource: The contribution of emotional intelligence to teacher efficacy and well-being. Canadian Journal of School Psychology, 28(1), 71–89. https://doi.org/10.1177/0829573512468855.
  • Viac, C., & Fraser, P. (2020). Teacher well-being: A framework for data collection and analysis. Organization for Economic Co-operation and Development. https://doi.org/10.1787/c36fc9d3-en.
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  • Wubbolding, R. E. (2007). Glasser Quality School. Group Dynamics: Theory, Research, and Practice, 11(4), 253-261. https://doi.org/10.1037/1089-2699.11.4.253.
  • Wubbolding, R. E. (2015). The voice of William Glasser: Accessing to continuing evaluation of Reality Therapy. Journal of Mental Health Counseling, 37(3), 189-205. https://doi.org/10.17744/mehc.37.3.01.
  • Wubbolding, R. E. (2012). Reality Therapy. J. Frew, & M. D. Spiegler (Eds.). Contemporary psychotherapies for a diverse world. (1st revised ed., pp. 339-373). London, UK: Routledge.
  • Wubbolding, R. E., & Robey, P. A. (2012). Introduction to Choice Theory and Reality Therapy. P. A. Robey, R. E. Wubbolding & J. Carlson (Eds.). Contemporary issues in couples counseling (1st ed., pp. 3-18). London, UK: Routledge. https://doi.org/10.4324/9780203826454.
  • Wubbolding, R. E., Brickell, J., Imhof, L., Kim, R. I. & Al-Rashidi, B. (2004). Reality Therapy: A global perspective. International Journal for the Advancement of Counseling, 26(3), 219-228. https://doi.org/10.1023/B:ADCO.0000035526.02422.0d.
  • Yalçın, A. F. (2007). Başarı kimliği geliştirme programının etkililiği (The examination of the effectiveness of success identity development program) [Unpublished doctoral dissertation]. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Yalom, I. & Leszcz, M. (2005). Theory and practice of group psychotherapy. New York, USA: Basic Books.
  • Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86, 981-1015. https://doi.org/10.3102/0034654315626801.
Toplam 121 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri, Eğitim Psikolojisi
Bölüm Araştırma Makaleleri
Yazarlar

İbrahim Deniz 0000-0003-3722-6719

Seher Sevim 0000-0002-4914-2486

Yayımlanma Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 3 Sayı: 2

Kaynak Göster

APA Deniz, İ., & Sevim, S. (2022). The Effect of Psychoeducation Program Based On Reality Therapy On Teachers’ Psychological Needs Satisfaction and Subjective Well-Being Levels. Eğitim Bilim Ve Araştırma Dergisi, 3(2), 285-327. https://doi.org/10.54637/ebad.1125098



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