Matematik öğretmen adaylarının mesleki kaygıları ve akademik umutsuzluklarının akademik başarıya etkisinin incelenmesi

Abstract

Bu açıklayıcı karma yöntem çalışması, mesleki kaygı ve akademik umutsuzluğun matematik öğretmeni adaylarının akademik başarıları üzerindeki etkisini araştırmayı amaçlamıştır. Çalışmada ayrıca, öğretmen adaylarının bu etkiye ilişkin bakış açılarını keşfetmek ve bu düzeylerin cinsiyet ve sınıf düzeyi değişkenlerine göre nasıl değiştiğini belirlemek hedeflenmiştir. Araştırmada ilişkisel tarama modelini kullanan nicel bir yaklaşımın yanı sıra durum çalışması deseniyle nitel bir yaklaşım da kullanılmıştır. Katılımcılar, rastgele örnekleme yöntemi kullanılarak seçilen 184 matematik öğretmeni adayından oluşmaktadır. Araştırmanın nitel boyutu ise katılımcılar arasından gönüllülük esasına göre seçilen 12 öğretmen adayı ile gerçekleştirilmiştir. Araştırmada kullanılan ölçme araçları arasında “Öğretmen Adayları İçin Mesleki Kaygı Ölçeği”, “Akademik Umutsuzluk Ölçeği”, akademik başarıyı değerlendirmek için son dönem “Ağırlıklı Not Ortalaması” ve araştırmacılar tarafından geliştirilen yarı yapılandırılmış bir görüşme formu yer almaktadır. Sonuçlar, matematik öğretmen adaylarının yüksek düzeyde akademik umutsuzluk ve orta düzeyde mesleki kaygı sergilediklerini göstermektedir. Cinsiyetin mesleki kaygı düzeylerini yüksek bir etki büyüklüğü ile anlamlı olarak etkilediği, sınıf düzeyinin ise akademik umutsuzluk düzeyleri açısından 4. sınıflar lehine fark yarattığı görülmüştür. Son olarak, öğretmen adaylarının akademik umutsuzluk düzeyleri ile akademik başarıları arasında düşük düzeyde pozitif anlamlı bir korelasyon gözlenmiştir.

Keywords

• Akademik başarı
• Akademik umutsuzluk
• Matematik eğitimi
• Mesleki kaygı
• Öğretmen adayları.

Exploring pre-service mathematics teachers' occupational anxiety and academic hopelessness in shaping academic success

Abstract

This explanatory mixed method study aimed to investigate the impact of occupational anxiety and academic hopelessness on pre-service mathematics teachers' academic achievement. The study also aimed to explore pre-service mathematics teachers' perspectives on this effect and to determine how these levels vary according to gender and grade level variables. In addition to a quantitative approach using the relational survey model, a qualitative approach with a case study design was also used in the study. The participants consisted of 184 prospective mathematics teachers who were selected using random sampling method. The qualitative dimension of the research was carried out with 12 pre-service teachers who were voluntarily selected among the participants. The measurement tools used in the study included the “Professional Anxiety Scale for Student Teachers”, the “Academic Hopelessness Scale”, the final semester “Weighted Grade Point Average” to assess academic achievement, and a semi-structured interview form developed by the researchers. The results show that pre-service mathematics teachers exhibit high levels of academic hopelessness and moderate levels of occupational anxiety. Gender was found to have a significant effect on occupational anxiety levels with a high effect size, and grade level was found to make a difference in favor of 4th graders in terms of academic hopelessness levels. Finally, there was a low level of positive correlation between pre-service teachers' academic hopelessness levels and their academic achievement.

Keywords

• Academic hopelessness
• Academic Achievement
• Mathematics Education
• Occupational anxiety
• Pre-service teachers

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