Okul Öncesi Öğretmenlerinin Cinsiyet Rolleri ile Sınıf İçi Toplumsal Cinsiyet Rollerine Yönelik Algıları Arasındaki İlişkinin İncelenmesi

Yıl 2025, Cilt: 8 Sayı: 1, 1 - 16, 30.12.2025

İrem Manici , Engin Büyüköksüz , Tuğba Korkmaz

https://doi.org/10.58637/egebad.1684895

Öz

Bu araştırmada, okul öncesi öğretmenlerinin cinsiyetleri ile sınıf içi toplumsal cinsiyet rollerine ilişkin algıları arasındaki ilişkide cinsiyet rollerinin aracılık rolü incelenmiştir. Araştırmanın kuramsal temeli, erken çocukluk döneminde toplumsal cinsiyetin öğrenilmiş ve pekiştirilmiş bir yapı olması; öğretmenlerin inanç ve tutumlarının ise çocukların toplumsal cinsiyet algılarını doğrudan etkileyebilmesi üzerine kurulmuştur. Nicel araştırma deseninde yürütülen çalışmanın örneklemini İstanbul ili Tuzla ve Pendik ilçelerinde görev yapan 332 okul öncesi öğretmeni oluşturmuştur. Veri toplama sürecinde “Kişisel Bilgi Formu”, “Bem Cinsiyet Rolleri Envanteri” ve “Okul Öncesi Öğretmenlerinin Sınıf İçi Toplumsal Cinsiyet Algıları Ölçeği” kullanılmıştır. Veriler, PROCESS Macro aracılığıyla bootstrap temelli aracılık analizi ile değerlendirilmiştir. Bulgular, öğretmenlerin kadınsı cinsiyet rolü puanlarının, cinsiyet ile sınıf içi toplumsal cinsiyet algılarının dört alt boyutu arasındaki ilişkide anlamlı bir aracı değişken olduğunu göstermiştir. Erkeksi cinsiyet rolü ve sosyal beğenilirlik rollerinin ise aracılık etkisi anlamlı bulunmamıştır. Sonuçlar, öğretmenlerin sahip oldukları cinsiyet rolü özelliklerinin, sınıf içindeki söylem, tutum ve davranışlarını etkileyebileceğini ortaya koymaktadır. Araştırmanın sınırlılıkları örneklemin tek bölge ile sınırlı olması ve verilerin öz-bildirim ölçeklerinden elde edilmesidir. Bulgular, erken çocukluk eğitiminde toplumsal cinsiyet eşitliği çalışmalarının gerekliliğini vurgulamakta ve öğretmen eğitim programlarının geliştirilmesine yönelik öneriler sunmaktadır.

Anahtar Kelimeler

okul öncesi öğretmenleri , cinsiyet , toplumsal cinsiyet rolleri , toplumsal cinsiyet algıları

Etik Beyan

İstanbul Okan Üniversitesi Kurumsal İnceleme Kurulu'ndan 140 protokol numarası ve 11.08.2021 tarihli etik kurul onayı alınmıştır.

Destekleyen Kurum

Makale için raporlanacak bir finansman bulunmamaktadır.

Investigation of The Relationship Between Preschool Teachers' Perceptions of Gender Roles and In-Class Gender Roles

Öz

This study aimed to examine the mediating role of gender roles in the relationship between preschool teachers’ sex and their perceptions of in-class gender roles. Grounded in the theoretical assumption that gender is a socially constructed and reinforced phenomenon during early childhood, teachers’ beliefs and practices play a critical role in shaping children’s gender-related attitudes and behaviors. The study employed a quantitative research design and included 332 preschool teachers working in the Tuzla and Pendik districts of Istanbul. Data were collected using the “Personal Information Form,” the “Bem Gender Roles Inventory,” and the “Preschool Teachers’ Classroom Gender Perception Scale.” The analyses were conducted through PROCESS Macro using a bootstrap approach. Findings revealed that the feminine gender role significantly mediated the relationship between teachers’ sex and all four sub-dimensions of classroom gender role perceptions. In contrast, masculine and social desirability roles did not serve as significant mediators. These results indicate that teachers’ internalized gender role characteristics may influence their discourse, expectations, and behaviors in the classroom. Limitations of the study include the regional sample and reliance on self-report data. The findings underscore the need for gender-sensitive teacher education programs and contribute to the understanding of gender dynamics in early childhood education.

Anahtar Kelimeler

Preschool teachers , gender , gender role , gender perceptions

Etik Beyan

Ethics committee approval with 140 protocol number and 11.08.2021 date was obtained from the Institutional Review Board of the Istanbul Okan university.

Destekleyen Kurum

There wasn’t funding to report for this submission

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