kuje Kocaeli Üniversitesi Eğitim Dergisi 2636-8846 Kocaeli Üniversitesi 10.33400/kuje.1419375 Early Childhood Education Okul Öncesi Eğitim Okul öncesi eğitimi öğretmenlerinin öz düzenleme becerilerini etkileyen faktörlerin incelenmesi Understanding the factors that affect early childhood education teachers’ self-regulation skills https://orcid.org/0000-0003-0489-4761 Elma Yusuf Ertan milli eğitim bakanlığı batman https://orcid.org/0000-0001-7895-8938 Ertürk Kara Hatice Gözde KOCAELİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ 11 30 2024 7 2 563 580 01 13 2024 10 08 2024 Copyright © 2018, Kocaeli Üniversitesi Eğitim Dergisi 2018 Kocaeli Üniversitesi Eğitim Dergisi

Bu çalışmanın amacı okul öncesi eğitimi öğretmenlerinin öz düzenleme becerilerini öğretmene ilişkin faktörler (yaş, hizmet içi eğitim sayısı, mesleki deneyim) ve çalıştıkları okullara ilişkin faktörler (okulların konumu, okul türü, sınıf mevcutları) açısından incelemektir. Araştırmada ilişkisel tarama modeli tercih edilmiştir. Araştırmanın örneklemini 239 okul öncesi eğitimi öğretmeni oluşturmaktadır. Katılımcılara ulaşmak için kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Verilerin toplanmasında Demografik Bilgi Formu ve Öğretmen Öz Düzenleme Ölçeği (ÖÖDÖ) kullanılmıştır. Veriler üzerinde doğrulayıcı faktör analizleri yapılmış ve model uyum indeksleri incelenmiştir. Ölçeğin alt boyutları için Cronbach Alpha iç tutarlılık katsayıları .70 ile .86 arasında değişmektedir. Okul öncesi eğitimi öğretmenlerinin dışsal hedef yönelimi alt boyutundaki puan ortalamalarının orta düzeyde olduğu, diğer alt boyutların puan ortalamalarının ise yüksek düzeyde olduğu görülmektedir. Öğretmen yaşının duygusal kontrol ve öz-değerlendirme alt boyutları üzerinde; mesleki deneyim, okul türü ve okulun bulunduğu yerin ise duygusal kontrol alt boyutu üzerinde anlamlı bir etkiye sahip olduğu görülmüştür. Hizmet içi eğitim sayısının hedef belirleme ve öz-değerlendirme alt boyutları üzerinde anlamlı bir etkiye sahip olduğu bulunmuştur. Ayrıca, sınıf mevcudunun hedef belirleme ve öz tepki alt boyutları üzerinde anlamlı bir etkisi vardır. Araştırmadan elde edilen sonuçlar ışığında, öğretmenlerin performans hedef odaklı becerilerini geliştirmek için teşvikler sağlanması ve deneyim paylaşımı toplantıları düzenlenmesini önerilebilir. Hizmet içi eğitimlerle öğretmenlerin öz düzenleme ve öz değerlendirme becerileri artırılabilir. Ayrıca, küçük sınıf mevcudu ve interaktif öğretim süreçleri, öğretmenlerin hedef belirleme ve kendini değerlendirme becerilerini geliştirmede önemli bir rol oynayabilir.

This study aims to examine the self-regulation skills of early childhood education teachers in terms of teacher-related factors (age, number of in-service trainings, professional experience) and factors related to the schools they work in (the location of the schools, the type of school, classroom sizes). Descriptive correlational design was preferred. The sample of the study consists of 239 early childhood education teachers. The convenience sampling method was used to reach the participants. Demographic Information Form and Teacher Self-Regulation Scale (TSRS) were used to collect the data. Confirmatory factor analyses were performed on the data, and model fit indices were examined The Cronbach Alpha internal consistency coefficients for the subscales of the scale ranged from .70 to .86. It is seen that the mean scores of early childhood education teachers in the performance goal orientation sub-dimension are at a medium level, while the mean scores of the other sub-dimensions are at a high level. Teacher age had a significant effect on emotional control and self-evaluation subscale, while professional experience, school type and school location had a significant effect on emotional control subscale. The number of in-service training courses was found to have a significant effect on goal setting and self-evaluation subscales. In addition, class size has a significant effect on goal setting and self-reaction subscales. In the light of the results obtained from the research, it can be suggested that incentives should be provided and experience sharing meetings should be organized to improve teachers' performance goal-oriented skills. Teachers' self-regulation and self-evaluation skills can be improved through in-service training. In addition, small class size and interactive teaching processes can play an important role in developing teachers' goal setting and self-evaluation skills.

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