ÖĞRETMEN ADAYLARININ ALGILADIKLARI DESTEK, AİDİYET DUYGUSU VE ÖĞRETMEN ÖZ-YETERLİK İLİŞKİSİNİN İNCELENMESİ

Öz

Bu çalışmada pedagojik formasyon eğitimi sertifika programında yer alan öğretmen adaylarının algıladıkları destek ve sınıfa aitlik duygularının öğretmen öz-yeterlik algısına katkısının incelenmesi amaçlanmıştır. Çalışmanın katılımcılarını Ege Bölgesindeki bir devlet üniversitesinde Pedagojik Formasyon Eğitimi Sertifika Programına katılan farklı bölümlerden toplam 357 öğretmen adayı oluşturmaktadır. Araştırmanın verileri Öğretmen Öz-yeterlik Ölçeği, Sınıfa Aidiyet Duygusu Ölçeği ve Algılan Destek Ölçeği ile toplanmıştır. Değişkenler arasında ilişkinin incelenmesi için MPLUS programında yapısal eşitlilik modeli YEM tekniği kullanılmıştır. Öğretmen adaylarının en çok desteği ailelerinden, en az desteği ise öğretim elemanlarından aldıkları belirlenmiştir. Bu çalışmada incelenen üç destek türü içinde öğretim elemanlarından alınan desteğin öğretmen adaylarının öz-yeterlik algılarının tüm alt boyutlarıyla anlamlı derece ilişkili olduğu bulunmuştur. Yol katsayıları sınıfa bağlılık duygusunun öğretmen adaylarının öz-yeterlik alt boyutlarının hepsiyle pozitif ilişkili olduğunu göstermektedir. Öğretmen adayları sınıf ve öğretim üyelerinden destek aldıkça sınıfa bağlılık duyguları gelişmekte ve bu duyguda öğretmen adaylarının öz-yeterliklerinin artmasını sağlamaktadır.

Anahtar Kelimeler

• Destek,Öğretmen öz-yeterliği,Sınıfa aitlik duygusu,Yapısal eşitlilik modeli

ÖĞRETMEN ADAYLARININ ALGILADIKLARI DESTEK, AİDİYET DUYGUSU VE ÖĞRETMEN ÖZ-YETERLİK İLİŞKİSİNİN İNCELENMESİ

Öz

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