Öğretmenlerin İşe Bağlılıkları, Takım Çalışması Tutumları ve Sınıftaki Farklılıklar Yeterlikleri Arasındaki İlişkinin İncelenmesi

Yıl 2022, Cilt: 12 Sayı: 4, 155 - 182, 20.12.2022

Bahadir Gülbahar Gözde Sezen-gültekin Mesut Gün

Öz

Bu nicel araştırmanın amacı, öğretmenlerin işe bağlılıkları, takım çalışmasına ilişkin tutumları ve sınıftaki farklılıklara yönelik yeterlikleri arasındaki ilişkileri yapısal eşitlik modellemesi kapsamında incelemektir. Araştırmanın örneklemini 2020-2021 Eğitim-Öğretim Yılı’nda Suriyeli Çocukların Türk Eğitim Sistemine Entegrasyonunun Desteklenmesi Projesi’nde (PİKTES) görevli olan 355 öğretmen oluşturmaktadır. Verilerin toplanmasında Öğretmenlerde Takım Çalışmasına İlişkinTutum Ölçeği, İşe Bağlılık Ölçeği ve Sınıftaki Farklılıklar İçin Öğretmen Yeterlik Ölçeği kullanılmıştır. Bu çalışma kapsamında oluşturulan yapısal modele dayalı olarak dört hipotez geliştirilmiştir. Buna göre; (i) öğretmenlerin işe bağlılığının hem öğretmenlerin sınıftaki farklılıklara yönelik yeterliklerini (ii) hem de takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği, (iii) öğretmenlerin sınıftaki farklılıklara yönelik yeterliklerinin takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği ve (iv) öğretmenlerin işe bağlılıklarının da sınıftaki farklılıklara yönelik yeterlikleri aracılığıyla takım çalışmasına ilişkin tutumlarını olumlu yönde etkilediği iddia edilmektedir. Bu hipotezleri doğrulamak için önce değişkenler arasındaki ilişkiler belirlenmiş ve tüm değişkenlerin orta düzeyde pozitif ilişkilere sahip olduğu görülmüştür. Bu ilişkilere dayalı olarak verilen yapısal model oluşturulmuş ve yol analizi kullanılarak test edilmiştir. Bulgular, kurulan tüm hipotezlerin doğrulandığını göstermiştir.

Anahtar Kelimeler

İşe bağlılık, takım çalışması tutumları, sınıf çeşitliliğine yönelik yeterlik, kısmi aracılık rolü, yapısal eşitlik model

Examining the Relationships Among Teachers’ Work Engagement, Teamwork Attitudes, and Efficacy for Classroom Diversity

Öz

The purpose of this quantitative research is to examine the relationships among teachers’ work engagement, teamwork attitudes, and efficacy for classroom diversity within the scope of structural equation modeling. The sample of the study consists of 355 teachers involved in the Project Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES) during the 2020-2021 academic year. The Teachers’ Teamwork Attitude Scale, Work Engagement Scale, and Teacher Efficacy Scale for Classroom Diversity have been used for collecting the data. Four hypotheses were developed based on the structural model created within the context of this study. Accordingly, (i) teachers’ work engagement is claimed to positively affects both teachers’ efficacy for classroom diversity as well as their (ii) teamwork attitude; and (iii) teachers’ efficacy for classroom diversity is claimed to positively affect their teamwork attitude, and (iv) teachers’ work engagement is also claimed to positively affect their teamwork attitude through their efficacy for classroom diversity. To verify these hypotheses, the relationships among the variables were determined first, and all the variables were seen to have moderately positive relationships. Based on these relations, the given structural model was then created and tested using path analysis. The findings showed all the hypotheses to have been proven confirmed.

Anahtar Kelimeler

Work engagement, teamwork attitudes, efficacy for classroom diversity, partial mediating role, structural equation model, İşe bağlılık, takım çalışması tutumları, sınıf çeşitliliğine yönelik yeterlik, kısmi aracılık rolü, yapısal eşitlik model

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