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Öz

One of the important factors that affect student achievement is teacher characteristics. Therefore, there exists much research that investigates the relationship between student achievement and teacher characteristics in the literature. However, none of the research examines all characteristics of a qualified teacher together. The relevant literature generally focuses on the characteristics that are easy to measure. The purpose of this study is to investigate the relationship between some teacher characteristics and student achievement based on the TIMSS 2011 data set on Turkey. In this study, the data set on Turkey is analyzed by dividing the schools into three groups as low-, middle- and high-performing schools according to the mean science achievement of students instead of utilizing the TIMSS benchmarks. So that, it is investigated whether teacher characteristics vary by school level. This study utilizes the International Database (IDB) analyzer which is a plug-in for the SPSS, and developed by the IEA Data Processing and Research Centre. As a result of the analysis, it is seen that students whose teachers have an experience of at least 10 years have higher mean achievement in science, and that students at high-performing schools have teachers with an experience of at least 10 years across Turkey. The rate of students whose teachers feel satisfied with their profession is higher in Turkey than the TIMSS average. Moreover, it is revealed that the mean achievement of students whose teachers feel satisfied with their profession is higher than the others at middle- and high-performing schools. The rate of students whose teachers have participated in professional development activities in various topics is significantly higher at highperforming schools. However, this rate is remarkably below the TIMSS average. At the fourth-grade level, teachers feel confident about “applying various problem solving strategies” and “providing challenging tasks for capable students”. At the eighth-grade level, on the other hand, they feel less confident about “providing challenging tasks for capable students”

Anahtar Kelimeler

• Science achievement, Teacher self-confidence, teacher experience, teacher career satisfaction, teacher professional development

Bazı Öğretmen Özellikleri Açısından Okulların Fen Performanslarının İncelenmesi

Öz

Öğrenci başarısını etkileyen önemli faktörlerden biri öğretmenin niteliğidir. Bu nedenle literatürde öğrenci başarısı ile öğretmen niteliği arasındaki ilişkileri inceleyen pek çok çalışmaya rastlamak mümkündür. Bununla birlikte nitelikli öğretmen özelliklerinin tümünü birden ele alan bir çalışmaya da rastlanmamaktadır. İlgili literatür genellikle daha kolay ölçülebilen öğretmen niteliklerine odaklanmaktadır. Bu çalışmada da TIMSS 2011 datasından elde edilen Türkiye data setini kullanarak, öğretmen niteliğine ilişkin bazı özellikler ile öğrenci başarısı arasındaki ilişkinin incelenmesi amaçlanmıştır. Türkiye datası TIMSS tarafından kullanılan ölçütler yerine, okullar öğrencilerin fen başarı puan ortalamaları bakımından alt, orta ve üst düzey okullar olmak üzere üçe ayrılarak incelenmiştir. Böylece farklı başarı düzeyinde yer alan okullarda görev yapan öğretmenlerin özelliklerinin farklılaşıp farklılaşmadığı incelenmiştir. Analiz sürecinde SPSS tabanlı çalışan ve IAE (The International Association for the Evaluation of Educational Achievement) tarafından geliştirilmiş olan IDB Analyzer adlı bir program kullanılmıştır. Yapılan analizler sonucunda, Türkiye genelinde öğretmenleri en az 10 yıllık deneyime sahip olan öğrencilerin ortalama fen başarısının daha yüksek olduğu ve üst düzey okullardaki öğrencilerin büyük çoğunluğunun en az 10 yıllık deneyime sahip öğretmenler tarafından okutulmakta olduğu ortaya çıkmıştır. Türkiye’de öğretmenleri mesleğinden çok memnun olan öğrencilerin oranı TIMSS ortalamasının üstündedir. Bununla birlikte öğretmenleri mesleklerinden çok memnun olan orta ve üst düzey okul öğrencilerinin başarı ortalamalarının da diğerlerinden daha yüksek olduğu ortaya çıkmıştır. Türkiye genelinde son iki yılda öğretmenleri çeşitli konularda mesleki eğitimlere katılan öğrenci oranının, üst düzey okullarda diğerlerine göre net bir şekilde daha yüksektir. Ancak bu oran TIMSS ortalamalarından oldukça daha azdır. 4. sınıf seviyesinde öğretmenler kendilerini “farklı problem çözme stratejileri gösterme” ve “iyi öğrencilere ilginç ve zor sorular sorabilme” alanlarında, 8. sınıflarda ise “iyi öğrencilere ilginç ve zor sorular sorabilme” alanında diğer alanlara kıyasla daha az yeterli bulmaktadırlar

Anahtar Kelimeler

• Fen başarısı, mesleki deneyim, mesleki memnuniyet, mesleki gelişim

Kaynakça

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