THE RELATIONSHIP BETWEEN TEACHERS’ EPISTEMOLOGICAL BELIEFS AND PUPIL CONTROL IDEOLOGY

Yıl 2021, Cilt: 20 Sayı: 79, 1205 - 1217, 01.07.2021

Alper Aytaç

https://doi.org/10.17755/esosder.853560

Öz

This study aims to analyze the relationship between teachers’ epistemological beliefs and pupil control ideology. It was designed using a correlational survey model. The sample in this study consisted of 228 teachers. The Epistemological Beliefs Scale and the Pupil Control Ideology Scale were used during the data collection process. The data gathered from this study was analyzed using both Pearson correlation analysis and multiple linear regression analysis. Study findings revealed that there is a moderate, positive relationship between the dimensions of epistemological beliefs termed the Belief that Learning is Tied to Talent (BLTT) and the Belief that There is one Right Way to Learn (BRWL) and pupil control ideology. Findings also indicated that the BLTT and BRWL dimensions significantly predict pupil control ideology. Based on these findings, epistemological beliefs were found to account for 28% of the total variance in relation to pupil control ideology. Some recommendations have been put forth in accordance with these findings.

Anahtar Kelimeler

Epistemological Beliefs, Pupil Control İdeology, Teachers

THE RELATIONSHIP BETWEEN TEACHERS’ EPISTEMOLOGICAL BELIEFS AND PUPIL CONTROL IDEOLOGY

Öz

Bu araştırmanın amacı öğretmenlerin epistemolojik inançları ve öğrenci kontrol ideolojileri arasındaki ilişkiyi incelemektir. Araştırma, ilişkisel tarama modeli ile tasarlanmıştır. Araştırmanın örneklemini 228 öğretmen oluşturmaktadır. Verilerin toplanmasında Epistemolojik İnanç Ölçeği ve Öğrenci Kontrol İdeolojileri Ölçeği kullanılmıştır. Verilerin analizinde pearson korelasyon analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Araştırma sonuçlarına göre öğrenmenin yeteneğe bağlı olduğuna inanç (ÖYBİ) ve tek bir doğru olduğuna inanç (TBDİ) epistemolojik inanç boyutları ile öğrenci kontrol ideolojileri arasında pozitif yönde ve orta düzeyde anlamlı ilişkiler tespit edilmiştir. Ayrıca, ÖYBİ ve TBDİ epistemolojik inanç boyutlarının öğrenci kontrol ideolojilerini anlamlı şekilde yordadığı tespit edilmiştir. Buna göre epistemolojik inançlar, öğrenci kontrol ideolojilerine ait toplam varyansın % 28’ini açıklamaktadır. Sonuçlar doğrultusunda birtakım önerilerde bulunulmuştur.

Anahtar Kelimeler

Epistemolojik inançlar, Öğrenci Kontrol İdeolojileri, Öğretmenler

Kaynakça

• Aslan, C. (2017) Examining epistemological beliefs of teacher candidates according to various variables. Eurasian Journal of Educational Research, 67, 37-50. https://doi.org/10.14689/ejer.2017.67.3
• Aslan, S. (2018). İnvestigating the relation between educational philosophies adopted by prospective teachers and their teaching-learning conceptions. Pegem Journal of Education and Instruction, 8(2), 307-326. https://doi.org/10.14527/pegegog.2018.013
• Atik, S. (2020). Analysis of the relationships between intrinsic motivation, self-efficacy for teaching, attitude towards the teaching profession and pupil control ideologies. International Journal of Eurasian Education and Culture, 10, 1315-1346. http://dx.doi.org/10.35826/ijoecc.238
• Aytaç, A. & Uyangör, N. (2020a). Öğretmenlerin öğretme-öğrenme anlayışları ile sınıf yönetimi stilleri arasındaki ilişki [The relationship between teachers’ teaching-learning conceptions and their classroom management styles]. Akdeniz Eğitim Araştırmaları Dergisi, 14(31), 159-173. https://doi.org/10.29329/mjer.2020.234.8
• Aytaç, A., & Uyangör, N. (2020b). A relational study of pre-service teachers’ epistemological beliefs, educational philosophy tendencies and teaching-learning conceptions. Educational Policy Analysis and Strategic Research, 15(4), 49-68. https://doi.org/10.29329/epasr.2020.323.3
• Bahçivan, E. (2017). Eğitim bilimlerinde epistemoloji araştırmaları: Düne, bugüne ve gelecek perspektiflere eleştirel bakış [Epistemological research in educational sciences: Critical investigation of past, present and future perspectives]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 760-772. https://doi.org/10.17860/mersinefd.301121
• Baş, G., & Beyhan, Ö. (2013). Öğretmen adaylarının öğretme-öğrenme anlayışları ile öğrenci kontrol ideolojileri arasındaki ilişki [Correlation between pre-service teachers’ teaching-learning conceptions and their student control ideologies]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı(1), 14-26.
• Beatty, T. H. (2002). The relationship between teacher sense of efficacy and pupil control ideology in urban middle schools. (Unpublished doctoral dissertation). The College of William and Mary in Virginia. https://dx.doi.org/doi:10.25774/w4-gz14-g513
• Bıkmaz, F. (2017). Öğretmen adaylarının öğretme-öğrenme anlayışları ve bilimsel epistemolojik inançlarının araştırılması: Boylamsal bir çalışma [Investigating the teaching and learning conceptions and scientific epistemological beliefs of pre-service teachers’: A longitudinal study]. Eğitim ve Bilim, 42, 183-196. http://dx.doi.org/10.15390/EB.2017.4601
• Biçer, B., Er, H., & Özel A. (2013). Öğretmen adaylarının epistemolojik inançları ve benimsedikleri eğitim felsefeleri arasındaki ilişki [The relationship between the epistemological beliefs and educational philosophies of the teacher candidates adopted]. Eğitimde Kuram ve Uygulama, 9(3), 229-242.
• Brownlee, J. (2004). An investigation of teacher education students’ epistemological beliefs: Developing a relational model of teaching. Research in Education, 72, 1-17. https://doi.org/10.7227/RIE.72.1
• Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221. https://doi.org/10.1348/000709904X22683
• Chan, K-W. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50. https://doi.org/10.7227/RIE.69.4
• Chan, K., & Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817–831. https://doi.org/10.1016/j.tate.2004.09.002
• Cheng, M.H., Chan K-W., Tang, Y.F., & Cheng, Y.N. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319–327. https://doi.org/10.1016/j.tate.2008.09.018
• Çobanoğlu, M., Kaya, O., & Angay, A. (2015). The effects of pupil control ideology of teachers on their conflict management strategies. International Journal of Educational Methodology, 1(1), 35-41. https://doi.org/10.12973/ijem.1.1.35
• Demir, S., & Akınoğlu, O. (2010). Epistemolojik inanışlar ve öğretme öğrenme süreçleri [Epistemological beliefs in teaching learning processes]. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 32, 75-93.
• Deryakulu, D. (2004). Üniversite öğrencilerinin öğrenme ve ders çalışma stratejileri ile epistemolojik inançları arasındaki ilişki [The relationships between university students' learning and study strategies and their epistemological beliefs]. Kuram ve Uygulamada Eğitim Yönetimi, 3(10), 230-249.
• Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması [Validity and reliability study of epistemological beliefs questionnaire]. Eğitim Araştırmaları, 8, 111–125.
• Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması [The re-examination of the epistemological beliefs questionnaire’s factor structure: Comparing epistemological beliefs in terms of gender and program type]. Eğitim Araştırmaları Dergisi, 18, 57-70.
• Ekinci, N. (2017). Examining the relationships between epistemological beliefs and teaching and learning conceptions of lower-secondary education teachers. İnönü University Journal of the Faculty of Education, 18(1), 344-358. https://doi.org/10.17679/inuefd.307065
• Eren, A. (2006). Üniversite öğrencilerinin genel ve alan-odaklı epistemolojik inanışlarının incelenmesi [Examining the general and domain-specific epistemological beliefs of undergraduates]. (Yayınlanmamış doktora tezi). Abant İzzet Baysal Üniverisitesi, Sosyal Bilimler Enstitüsü, Bolu.
• Feucht, F. C., Brownlee, J. L., & Schraw, G. (2017) Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234-241. https://doi.org/10.1080/00461520.2017.1350180
• Field, A. (2005). Discovering statistics using SPSS. London: Sage Publication.
• Gilbert, M. J. (2012). The relationship between pupil control ideology and academic optimism. (Unpublished doctoral dissertation). Seton Hall University, New Jersey.
• Halpin, G., Goldenberg, R., & Halpin, G. (1973). Are creative teachers more humanistic in their pupil control ideologies? The Journal of Creative Behavior 7(4), 282–286. https://doi.org/10.1002/j.2162-6057.1973.tb01099.x
• Helsel A. R. (1971). Value orientation and pupil control ideology of public school educators. Educational Administration Quarterly, 7(1), 24-33. https://doi.org/10.1177/0013161X7100700103
• Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Journal of Educational Psychology Review, 13(4), 353-383. https://doi.org/10.1023/A:1011965830686
• Hofer, B. K. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist, 39(1), 43-55. https://doi.org/10.1207/s15326985ep3901_5
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. https://doi.org/10.3102/00346543067001088
• Hoy, W. K. (2001) Pupil control studies: a historical, theoretical, and empirical analysis. Journal of Educational Administration, 39(5), 424–441. https://doi.org/10.1108/EUM0000000005812
• Hoy, W. K., & Jalovick, J. M. (1979). Open education and pupil control ideologies of teachers, The Journal of Educational Research, 73(1), 45-49. http://dx.doi.org/10.1080/00220671.1979.10885203
• Işık-Gürşimşek, A. (2014). Preschool teacher candidates’ pupil control ideology and educational beliefs. Education and Science, 39(171), 463-447.
• Jones, L. P. & Blankenship, J. W. (1972). The relationship of pupil control ideology and innovative classroom practices. Journal of Research in Science Teaching, 9(3), 281-285.
• Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım.
• Karataş-Erduran, F. (2012). Fen ve teknoloji öğretmenlerinin not vermek eğilimleri ile gözetimci öğrenci control ideolojileri arasındaki ilişki [The relationship between teacher’ sgrading tendecy and pupil control ideologies as percived by teachers working in Turkish public school]. (Yayımlanmamış yüksek lisans tezi). Eskişehir Osmangazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Kılınç, A. Ç. (2014) School teachers’ pupil control ideologies as a predictor of teacher professionalism, The Anthropologist, 18(2), 565-574, https://doi.org/10.1080/09720073.2014.11891574
• Kiriş-Avaroğulları, A., & Karpınar, O. (2020). The effect of preservice social studies teachers’ pupil control ideologies on their classroom management beliefs. Elementary Education Online, 19(4), 2270-2281. https://doi.org/10.17051/ilkonline.2020.764057
• Leppert, E., & Hoy, W., K. (1972). Teacher personality and pupil control ideology. The Journal of Experimental Education, 40(3), 57-59.
• Lunenberg, F. C. (1983). Pupil control ideology and self concept as a learner. Educational Research Quarterly, 8, 33-9.
• Lunenberg, F. C. (1991). Educators’ pupil control ideology as a predictor of educators’ reactions to student disruptive behavior. The High School Journal, 74, 81-87.
• Lunenburg, F. C., & Cadavid, V. (1992). Locus of control, pupil control ideology, and dimensions of teacher burnout. Journal of Instructional Psychology, 19(1), 13-22.
• Mahasneh, M., A. (2018). Investigation of the relationship between teaching and learning conceptions and epistemological beliefs among student teachers from Hashemite University in Jordan. European Journal of Contemporary Education, 7(3), 531-540. https://doi.org/ 10.13187/ejced.2018.3.531
• Packard, J. S. (1989), The pupil control studies, handbook of research on educational administration. (pp. 185-207). Boyan, N., NY: Longman.
• Parker-Hart, K. (2019). A correlational study on the relationship between pupil control ideology, color-blind racial attıtudes and teacher efficacy among urban teachers (Unpublished doctoral dissertation). Liberty University, Virginia.
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messay construct. Review of Educational Research, 62(3), 307-332.
• Phan, H. P. (2008). Exploring epistemological beliefs and learning approaches in context: A sociocultural perspective. Electronic Journal of Research in Educational Psychology, 6(3), 793-822. http://dx.doi.org/10.25115/ejrep.v6i16.1305
• Rideout, G., & Windle, S. (2010). Beginning teachers’ pupil control ideologies: An empirical examination of the impact of beliefs about education, mentorship, induction, and principal leadership style. Canadian Journal of Educational Administration and Policy, 104(1), 1-30.
• Rodrigez, L., & Cano, F. (2006). The epistemological beliefs, learning approaches and study orchestrations of university students. Studies in Higher Education, 31(5), 617-636. https://doi.org/10.1080/03075070600923442
• Schmidt, L. J. (1992). Relationship between pupil control ideology and the quality of school life. Journal of Invitational Theory and Practice, 45, 889-896.
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
• Schommer, M. (1993). Epistemological development and academic Performance among secondary students. Journal of Educational Psychology, 85(3), 406-411.
• Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
• Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. Journal of Psychology, 136(1), 5-20.
• Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik [Reliability and validity in social and behavioral measures]. Ankara: Seçkin Yayıncılık.
• Tezci, E., Erdener, M.A., & Atıcı, S. (2016). The Effect of pre-service teachers’ epistemological beliefs on teaching approaches. Universal Journal of Educational Research, 4(12A), 205-215.
• Turan, M. B. (2018). The Relationship between university students' epistemological beliefs and teaching/learning conceptions. International Journal of Progressive Education, 14(3), 1-11. https://eric.ed.gov/?id=EJ1186529
• Utar, N. (2013). Sınıf öğretmenlerinin öğrenci kontrol ideolojileri ile sınıf yönetimi yaklaşımları arasındaki ilişki [The relationship between pupil control ideology and classroom management approaches of primary school teachers] (Yayımlanmamış yüksek lisans tezi). Zirve Üniversitesi Sosyal Bilimler Enstitüsü, Gaziantep.
• Vecaldo, R. T. (2020). Dimensionality and predictive validity of schommer epistemological questionnaire among Philippine pre-service teachers. International Journal of Instruction, 13(2), 767-782. https://doi.org/10.29333/iji.2020.13252a
• Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school and pupil control ideology. University Park: Pennsylvania State University Press.
• Wong, A.K., Chan K., & Lai, P. (2009). Revisiting the relationship epistemological beliefs and conceptions about teaching and learning of pre-service teachers in Hong Kong. The Asia-Pacific Education Researchers, 18(1), 1-19.
• Yazıcı, S. (2016). Felsefeye giriş [İntroduction to philosophy]. İstanbul: Yeni İnsan Yayınevi.
• Yaman, F. (2012). İlköğretim okullarında müdürlerin yönetsel etkililiği ve okul iklimi ile öğrenci kontrol ideolojileri arasındaki ilişki [The relationship between school principal manegerial effectiveness and school climate with pupil control ideologies in elementary schools] (Yayımlanmamış yüksek lisans tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
• Yılmaz, K. (2002), İlköğretim okulu müdürlerinin liderlik davranışlarıyla öğretmenlerin öğrenci kontrol yaklaşımları ve öğrencilerin okul yaşamının niteliğine ilişkin algıları arasındaki ilişkiler [A Study of leadership behaviors of primary school's administrators, the pupil control ideology as prceived by teachers and the quality of school life as perceived by students] (Yayımlanmamış yüksek lisans tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
• Yılmaz, K. (2007) İlköğretim okulu öğretmenlerinin okul yöneticilerinin liderlik davranışları ve öğrenci kontrol ideolojilerine ilişkin görüşleri [The opinions of primary school teachers concerning administrators’ leardership behaviors and pupil control ideologies]. TED Eğitim ve Bilim Dergisi, 32(146), 12–23.
• Yılmaz, K. (2009). Primary school teachers’ views about pupil control ideologies and classroom management styles. Cypriot Journal of Educational Sciences, 4, 157-167.
• Yılmaz, K. (2011). Öğretmen adaylarının demokratik değerler ile öğrenci kontrol ideolojilerine ilişkin görüşleri arasındaki ilişki [The relationship between democratic values of prospective teachers and their views about pupil control ideologies]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 297-315