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Doğu Etiyopya’daki Orta Dereceli Okullarda Öğretmenlerin Öğrenci Öğrenmesine, Mesleklerine ve Topluluğa Yönelik Bağlılıkları

Yıl 2016, Cilt: 5 Sayı: 3, 289 - 314, 01.12.2016

Öz

Bu araştırmanın temel amacı Doğu Etiyopya’daki Orta dereceli okul öğretmenliği (ODOÖ) lisans mezunlarının; öğrencilerinin öğrenmesine, mesleklerine ve topluluğa yönelik bağlılık düzeylerini değerlendirmektir. Araştırmada özellikle nitel eş zamanlı gömülü türün ve nicel yöntemlerin benimsendiği karma araştırma deseni kullanılmıştır. Araştırma 14 orta dereceli okulda 170 katılımcı ile gerçekleştirilmiştir. Araştırmanın sonuçlarına göre öğretmenlerin; öğrenci öğrenmesine, topluluğa ve mesleklerine yönelik bağlılıklarının düşük olmasının nedeni düşük maaş, toplumda mesleğe gösterilen düşük saygı, düşük güdülenme ve farklı yetersizliklerdir. Dolayısıyla eğitim politikalarını belirleyenlerin toplumla işbirliği halinde finanse edilmiş maliyetli konut sağlama, ulaşımın desteklenmesi ve vergilerin azaltılması gibi teşvik edici mekanizmalar tasarlaması yararlı olabilir. Bu gibi mekanizmalar öğretmenlerin gelirlerini ve güdülenmelerini arttırabilir. Buna ek olarak, paydaşların öğretmenlik mesleğine yönelik tutumlarını geliştirmek amacıyla hükümetin farkındalığı arttıran stratejiler üzerinde çalışması gerekmektedir

Kaynakça

  • Cagrl, T. (2013). Commitment to School and Students. International Journal of Aca- demic Research in Business and Social science, 3(1), 336-340.
  • Creswell, J, W (2009). Research Design, Qualitative, Quantitative, And Mixed Method Approaches. New Delhi. Sage Publication INC.
  • Christopher D. (2002). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press, Gunpowder Square.
  • Danielson, C. (2007) Enhancing professional practice: a framework for teaching /2nd ed/. Association for Supervision and Curriculum Development 1703 N. Beaure- gard St. Alexandria, VA 22311-1714 USA
  • Desta, A (2014). Teachers Job Satisfaction and Commitment in General Secondary Schools of Hadiya Zone in Southern Nations Nationalities and Peoples Regional State. MA Thesis.
  • Firestone, W.A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis. 10(4), 285-299.
  • Getachew, P (2013). Teachers Motivation Practices in Secondary Schools of Assosa Zone of Benishangul Gumuz Regional State. MA Thesis.
  • Kumar, R. (2006). Research Methodology: A Step-By-Step Guide for Beginners. (2nded.). England: sage publication Ltd.
  • Kushman, J. W. (1992). The organizational dynamics of teacher workplace commit- ment: A study of urban elementary and middle schools. Educational Administra- tion Quarterly. 28(1), 5-42.
  • Malik, M. E., Nawab, S., Naeem, B., and Danish, R. Q. (2010). Job satisfaction and organizational commitment of university teachers in public sector of Pakistan. International Journal of Business and Management, 5(6), 17-26.
  • Merriam, S. B. (1988). Qualitative Research and Case Study Applications in Educa- tion. San Francisco. CA: John Wiley & Sons, Inc.
  • MoE (2002). Educational Statistics Annual Abstract. Addis Ababa: EMIS.
  • MoE (2006). Higher Education Quality and Relevance Agency. Addis Ababa, Ethio- pia.
  • MoE (2008). General Education Quality Improvement Package (GEQIP). Addis Aba- ba: World Bank.
  • MoE (2009). Continuous Professional Development for Primary and Secondary School Teachers, Leaders and Supervisors in Ethiopia.
  • MoE (2015). Education Sector Development Program V. Program action Plan. Addis Ababa.
  • Mowday, R.T., Steers, R.M., & Porter, L. (1982). Employee-Organization Linkages: The Psychology of Commitment, Absenteeism and Turnover. San Diego, CA: Academy Press.
  • Raymond, B. F. (1964). The “Committed” Teacher. Association for supervision and curriculum development: Department of Education, Northern Illinois University, de-Kalb.
  • Shashi, S. (2014). Teaching Competency, Professional Commitment and Job Satisfac- tion-A Study of Primary School Teachers. IOSR Journal of Research & Method in Education 4(3), 44-64. Retrieved from www.iosrjournals.org
  • Sonia B. (2003). Professional Development Manual: A Practical Guide to Planning and Evaluating Successful Staff Development (2nd Ed). London: Pearson Educa- tion Limited.
  • Van Amelsvoot, G., Hendiks, M, and Scheerens, J. (2000). Selection and development of international indicators on Staffing. Educational Economics, 8(1), 17-36.
  • Villegas-Reimers, E. (2003). Teacher Professional Development: an international re- view of the literature. Paris: UNESCO, International institute of planning.
  • Victor. J. (2006): The Sage Dictionary of Social Research Methods. London: age Pub- lications.

Doğu Etiyopya’daki Orta Dereceli Okullarda Öğretmenlerin Öğrenci Öğrenmesine, Mesleklerine ve Topluluğa Yönelik Bağlılıkları

Yıl 2016, Cilt: 5 Sayı: 3, 289 - 314, 01.12.2016

Öz

The main purpose of this study was to assess the status of Post Graduate Diploma in Secondary School Teaching (PGDT) graduates commitment towards students learning, the community and their profession in Eastern Ethiopia. The study employed mixed research design particularly concurrent embedded qualitative and quantitative methods. The study was carried out on 14 secondary schools, and 170 respondents participated. Results of the study revealed that, teachers’ commitment to learning, the community and their profession were low due to low salary, low respect, low attitude towards teaching profession, less motivation and less incentives. Therefore, it is suggested that education policy makers work in collaboration with the community to design incentive mechanisms, such as providing subsidized housing, transportation and reducing taxations that improve teachers’ income and motivation. Moreover, the government could work on awareness rising strategies to improve stakeholders’ attitude towards the teaching profession

Kaynakça

  • Cagrl, T. (2013). Commitment to School and Students. International Journal of Aca- demic Research in Business and Social science, 3(1), 336-340.
  • Creswell, J, W (2009). Research Design, Qualitative, Quantitative, And Mixed Method Approaches. New Delhi. Sage Publication INC.
  • Christopher D. (2002). Developing Teachers: The Challenges of Lifelong Learning. London: Falmer Press, Gunpowder Square.
  • Danielson, C. (2007) Enhancing professional practice: a framework for teaching /2nd ed/. Association for Supervision and Curriculum Development 1703 N. Beaure- gard St. Alexandria, VA 22311-1714 USA
  • Desta, A (2014). Teachers Job Satisfaction and Commitment in General Secondary Schools of Hadiya Zone in Southern Nations Nationalities and Peoples Regional State. MA Thesis.
  • Firestone, W.A., & Rosenblum, S. (1988). Building commitment in urban high schools. Educational Evaluation and Policy Analysis. 10(4), 285-299.
  • Getachew, P (2013). Teachers Motivation Practices in Secondary Schools of Assosa Zone of Benishangul Gumuz Regional State. MA Thesis.
  • Kumar, R. (2006). Research Methodology: A Step-By-Step Guide for Beginners. (2nded.). England: sage publication Ltd.
  • Kushman, J. W. (1992). The organizational dynamics of teacher workplace commit- ment: A study of urban elementary and middle schools. Educational Administra- tion Quarterly. 28(1), 5-42.
  • Malik, M. E., Nawab, S., Naeem, B., and Danish, R. Q. (2010). Job satisfaction and organizational commitment of university teachers in public sector of Pakistan. International Journal of Business and Management, 5(6), 17-26.
  • Merriam, S. B. (1988). Qualitative Research and Case Study Applications in Educa- tion. San Francisco. CA: John Wiley & Sons, Inc.
  • MoE (2002). Educational Statistics Annual Abstract. Addis Ababa: EMIS.
  • MoE (2006). Higher Education Quality and Relevance Agency. Addis Ababa, Ethio- pia.
  • MoE (2008). General Education Quality Improvement Package (GEQIP). Addis Aba- ba: World Bank.
  • MoE (2009). Continuous Professional Development for Primary and Secondary School Teachers, Leaders and Supervisors in Ethiopia.
  • MoE (2015). Education Sector Development Program V. Program action Plan. Addis Ababa.
  • Mowday, R.T., Steers, R.M., & Porter, L. (1982). Employee-Organization Linkages: The Psychology of Commitment, Absenteeism and Turnover. San Diego, CA: Academy Press.
  • Raymond, B. F. (1964). The “Committed” Teacher. Association for supervision and curriculum development: Department of Education, Northern Illinois University, de-Kalb.
  • Shashi, S. (2014). Teaching Competency, Professional Commitment and Job Satisfac- tion-A Study of Primary School Teachers. IOSR Journal of Research & Method in Education 4(3), 44-64. Retrieved from www.iosrjournals.org
  • Sonia B. (2003). Professional Development Manual: A Practical Guide to Planning and Evaluating Successful Staff Development (2nd Ed). London: Pearson Educa- tion Limited.
  • Van Amelsvoot, G., Hendiks, M, and Scheerens, J. (2000). Selection and development of international indicators on Staffing. Educational Economics, 8(1), 17-36.
  • Villegas-Reimers, E. (2003). Teacher Professional Development: an international re- view of the literature. Paris: UNESCO, International institute of planning.
  • Victor. J. (2006): The Sage Dictionary of Social Research Methods. London: age Pub- lications.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA57EM22ZV
Bölüm Araştırma Makalesi
Yazarlar

Anwar Ahmed Hussen Bu kişi benim

Sisay Awgichew W/tegegn Bu kişi benim

Tamirat Zelalem Teshome Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 5 Sayı: 3

Kaynak Göster

APA Hussen, A. A., W/tegegn, S. A., & Teshome, T. Z. (2016). Doğu Etiyopya’daki Orta Dereceli Okullarda Öğretmenlerin Öğrenci Öğrenmesine, Mesleklerine ve Topluluğa Yönelik Bağlılıkları. Journal of Teacher Education and Educators, 5(3), 289-314.