Türkiye ve Kazakistan'da Ortaokul Öğrencilerinin Görüşlerine göre İstendik ve İstenmedik Öğretmen Özelllikleri

Yıl 2026, Cilt: 41 Sayı: 2 , 336 - 359 , 30.04.2026

Dinara Moldabekova , Nuray Senemoğlu

https://doi.org/10.16986/hunefd.1768812

https://izlik.org/JA34PD75NL

Öz

Bu araştırmanın amacı, Türkiye ve Kazakistan'daki ortaokul öğrencilerinin görüşlerine göre öğretmenlerin iyi ve kötü özelliklerini belirlemek ve eğitim fakültelerinde istenmeyen özelliklere sahip öğretmenlerin yetiştirilmesinden nasıl kaçınılacağı ve istenen özelliklere sahip öğretmenlerin nasıl yetiştirileceği konusunda öğretmen yetiştirme programı için önerilerde bulunmaktır. Veriler derinlemesine bireysel görüşmeler yoluyla toplanmıştır. Çalışma grubu, 2023-2024 eğitim-öğretim yılı güz ve bahar dönemlerinde Türkiye ve Kazakistan'ın başkentleri olan Ankara ve Astana'daki okullarda öğrenim gören ortaokul 8. sınıf öğrencilerinden amaçlı örnekleme yöntemiyle, özellikle de maksimum çeşitlilik örneklemesiyle seçilmiştir. Veriler MAXQDA yazılımı kullanılarak betimsel ve içerik analizi ile analiz edilmiştir. Sonuçlar, Türkiye ve Kazakistan'daki 8. sınıf öğrencilerinin algılarının büyük ölçüde benzer olduğunu ortaya koymuştur. Araştırma sonuçlarına dayanarak, öğrencilerin dersleri daha iyi anlamaları, dersteki etkililiklerini artırmaları ve derse isteyerek katılmaları için öğretmenlerde değer verdikleri özellikler dikkate alınarak eğitim fakültelerinde istendik özelliklere sahip öğretmenlerin yetiştirilmesi için öğretmen yetiştirme programlarında dikkat edilmesi gereken hususlara ilişkin önerilerde bulunulmuştur.

Anahtar Kelimeler

İstendik öğretmen özellikleri , istenmedik öğretmen özellikleri , Öğretmen eğitimi , Öğrenci görüşleri

Middle School Students’ Perceptions of Desirable and Un-desirable Teacher Characteristics in Türkiye and Kazakhstan

https://izlik.org/JA34PD75NL

Öz

The purpose of this research is to determine the desirable and undesirable characteristics of teachers according to the perceptions of secondary school students in Türkiye and Kazakhstan, and to make suggestions for teacher training program on how to avoid training teachers with undesirable characteristics and how to cultivate teachers with desirable characteristics in education faculties. Data were collected through in-depth individual interviews. The study group was selected by purposeful sampling method, specifically maximum diversity sampling, and from secondary school 8th grade students studying in schools in Ankara and Astana, the capitals of Türkiye and Kazakhstan, during the autumn and spring semesters of the 2023-2024 academic year. The data were analyzed by descriptive and content analysis using MAXQDA software. The results revealed that the perceptions of the 8th grade students in Türkiye and Kazakhstan were largely similar. Based on the results of the research, suggestions were made regarding the issues that should be considered in teacher training programs to train teachers with desirable characteristics in education faculties by taking into account the characteristics that students value in teachers to better understand the lessons, to increase their effectiveness in the lesson and to participate willingly in the lesson.

Anahtar Kelimeler

desirable teacher characteristics , student perceptions , teacher education , undesirable teacher characteristics

Kaynakça

• Anderson, J., & Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review, 38, 100485. https://doi.org/10.1016/j.edurev.2022.100485
• Azer, S. A. (2005). The qualities of a good teacher: How can they be acquired and sustained? Journal of the Royal Society of Medicine, 98(2), 67–69. https://doi.org/10.1177/014107680509800211
• Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey-Bass.
• Berliner, D. C. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. C. Berliner & B. Rosenshine (Eds.), Talks to teachers (pp. 93–110). Random House.
• Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. https://doi.org/10.1016/S0883-0355(02)00004-6
• Bykova, E., & Chirkina, T. (2020). Relationship between teacher’s characteristics and academic resilience among students. The Monitoring of Public Opinion: Economic and Social Changes, 4, 445–460. https://doi.org/10.14515/monitoring.2020.3.1599
• Carroll, K., Marandi, P., & Tuinamuana, K. (2024). The good teacher's Odyssey. Heliyon, 10(12), e32634. https://doi.org/10.1016/j.heliyon.2024.e32634
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
• Coulter, F. (1979). Homework: A neglected research area. British Educational Research Journal, 5(1), 21–33. https://doi.org/10.1080/0141192790050103
• Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1. https://doi.org/10.14507/epaa.v8n1.2000
• Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Low, E. L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
• Dulay, S. (2023). What makes an effective teacher? Unveiling teachers’ perceptions. Journal of Pedagogical Sociology and Psychology, 5(3), 112–130. https://doi.org/10.33902/jpsp.202323606
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
• Ferguson, R. F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28(2), 465–498.
• Ferguson, R. F. (2012). Can student surveys measure teaching quality? Phi Delta Kappan, 94(3), 24–28. https://doi.org/10.1177/003172171209400306
• Grant, L. W., Stronge, J. H., Mendizabal, P., Smucker, A., & Mo, Y. (2024). Characteristics of effective international school teachers: A systematic review of the literature. Journal of Research in International Education, 23(2), 111–129. https://doi.org/10.1177/14752409241271067
• Gürcan, M. (2020). Ortaokul öğrencilerinin ideal öğretmene ilişkin görüşlerinin karşılaştırılması (Şanlıurfa ili örneği). [Master’s thesis]. İnönü University.
• Harris, D. N., & Sass, T. (2009). What makes for a good teacher and who can tell? National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute.
• Hattie, J. (2003). Teachers make a difference: What is the research evidence? Australian Council for Educational Research. https://research.acer.edu.au/research_conference_2003
• Hattie, J. (2009). Visible learning. Routledge. https://doi.org/10.4324/9780203887332
• Irsaliev, S., Kamzoldaev, M., Tashibaeva, D., & Kopeeva, A. (2019). Учителя Казахстана: почему молодые люди выбирают эту профессию и что их мотивирует оставаться в ней? [Teachers of Kazakhstan: Why do young people choose this profession and what motivates them to stay in it?]. Beles Analysis and Strategy Center Public Association.
• Karaca, E. (2003). Öğretmen adaylarının ölçme ve değerlendirme yeterliklerine ilişkin algıları [Doctoral dissertation]. Ankara University.
• Kozikoğlu, İ. (2016). Öğretimin ilk yılı: Mesleğin ilk yılındaki öğretmenlerin karşılaştıkları güçlükler, hizmet öncesi eğitim yeterlikleri ve mesleğe adanmışlıkları. [Doctoral dissertation]. Yüzüncü Yıl University.
• Lupascu, A. R., Pânisoară, G., & Pânisoară, I.-O. (2014). Characteristics of effective teacher. Procedia - Social and Behavioral Sciences, 127, 534–538. https://doi.org/10.1016/j.sbspro.2014.03.305
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
• Moustakas, C. (1994). Phenomenological research methods. Sage.
• Mullock, B. (2003). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect, 18(3), 3–24.
• Petrova, E. A., Akimova, N. N., Romanova, A. V., & Sokolovskaya, I. E. (2020). High school students’ perceptions of the modern teacher image. The Education and Science Journal, 22(2), 98–120. https://doi.org/10.17853/1994-5639-2020-2-98-120
• Pianta, R. C., Hamre, B., & Stuhlman, M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 199–234). Wiley. https://doi.org/10.1002/0471264385.wei0710
• Rädiker, S., & Kuckartz, U. (2020). Focused analysis of qualitative interviews with MAXQDA: Step by step. MAXQDA Press. https://doi.org/10.36192/978-3-948768072
• Raufelder, D., Nitsche, L., Breitmeyer, S., Keßler, S., Herrmann, E., & Regner, N. (2016). Students’ perception of “good” and “bad” teachers: Results of a qualitative thematic analysis with German adolescents. International Journal of Educational Research, 75, 31–44. https://doi.org/10.1016/j.ijer.2015.11.004
• Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247–252.
• Sarıtaş, S. (2013). Ortaöğretim öğrencilerine göre ideal öğretmen özellikler. [Unpublished master’s thesis] . Gazi University.
• Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee, Value-Added Research and Assessment Center.
• Schreier, M. (2012). Qualitative content analysis in practice. SAGE. https://www.sagepub.co.uk/schreier
• Senemoğlu, N. (1988a). Öğretimin geliştirilmesi. Eğitim ve Bilim, 12(67), 27–31.
• Senemoğlu, N. (1988b). Ortaöğretim kurumlarına öğretmen yetiştirmede Fen-Edebiyat ve Eğitim Fakültelerinin etkiliği. Araştırma Raporu.
• Senemoğlu, N. (1990). Öğretmen adaylarına “genel kültür” kazandırma bakımından Fen-Edebiyat ve Eğitim Fakültelerinin etkililiği. Çağdaş Eğitim Dergisi.
• Senemoğlu, N. (1991). A study of initial primary teacher training in England with implications for the system in Türkiye. Research Report University of Leicester School of Education.
• Senemoğlu, N. (1994). Sınıf öğretmeni bilgiyi aktaran kişi değil, bilgiye ulaşma yollarını öğreten kişidir (Ayın söyleşisi). MPM Kalkınmada Anahtar Verimlilik, 81.
• Senemoğlu, N. (2001). Öğrenci görüşlerine göre öğretmen yeterlikleri. [Paper presentation]. Türk Milli Eğitim Örgütü ve Yönetimi Ulusal Sempozyumu. https://yunus.hacettepe.edu.tr/~n.senem/makaleler/ogretmen_yeterli.htm
• Semenova, E., & Khanolainen, D. (2024). Exploring student and teacher perceptions of the ideal teacher in Russia. Pedagogy, Culture & Society, 33(4). https://doi.org/10.1080/14681366.2024.2342423
• Shindley Elliott, B. L. (2010). Effective teacher characteristics: A two nation causal comparative study [Unpublished doctoral dissertation]. Walden University, Minneapolis.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
• Sidash, N. S. (2014). Characteristics of a modern higher school teacher. Pedagogical Education in Russia, 8, 217–222.
• Slambekova, T., & Agzamova, G. (2013). Профессионально-Личностные качества будущих педагогов. [Professional and personal qualifications of prospective teachers.]. X Международная научно-практическая интернет-конференция: Проблемы и перспективы развития науки в странах СНГ в начале третьего тысячелетия. http://oldconf.neasmo.org.ua/node/1951 [X International Scientific and Practical Internet Conference: Problems and prospects of the development of science in the CIS countries at the beginning of the third millennium. http://oldconf.neasmo.org.ua/node/1951]
• Strikwerda-Brown, J., Oliver, R., Hodgson, D., Palmer, M., & Watts, L. (2008). Good teachers/bad teachers: How rural adolescent students’ views of teachers impact on their school experiences. Australian Journal of Teacher Education, 33(6), 29–43. https://doi.org/10.14221/ajte.2008v33n6.3
• Stronge, J. (2007). Qualities of effective teachers (2nd ed., Vol. 2). Association for Supervision and Curriculum Development. http://www.ascd.org
• Stronge, J. (2010). Effective teachers = student achievement: What the research says (1st ed.). Routledge. https://doi.org/10.4324/9781315854977
• Stronge, J., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
• Szűcs, I. Z. (2017). What makes a good teacher? Universal Journal of Educational Research, 5(1), 141–147. https://doi.org/10.13189/ujer.2017.050118
• Toraman, Ç. (2019). Ortaokul öğretmenlerinin etkili öğretmen özellikleri ile öğretmenlik mesleğini seçme nedenleri üzerine bir araştırma. [Unpublished doctoral dissertation]. Gazi University.
• Valcarcel, C., Holmes, J., Berliner, D. C., & Koerner, M. (2021). The value of student feedback in open forums: A natural language analysis of descriptions of poorly rated teachers. Education Policy Analysis Archives, 29, 6289. https://doi.org/10.14507/EPAA.29.6289
• van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
• Wang, J., Gibson, A. M., & Slate, J. R. (2007). Effective teachers as viewed by students at a 2 year college: A multistage mixed analysis. Issues in Educational Research, 17(2), 272–295. http://www.iier.org.au/iier17/wang.html
• Whitty, G. (1996). Professional competences and professional characteristics: The Northern Ireland approach to the reform of teacher education. In D. Hustler & D. McIntyre (Eds.), Developing competent teachers: Approaches to professional competence in teacher education. Routledge.
• Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57–67.
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12th ed.). Seçkin Yayıncılık.