Understanding the factors that affect early childhood education teachers’ self-regulation skills

Yıl 2024, Cilt: 7 Sayı: 2, 563 - 580, 30.11.2024

Yusuf Ertan Elma , Hatice Gözde Ertürk Kara

https://doi.org/10.33400/kuje.1419375

Öz

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.

Anahtar Kelimeler

early childhood education, early childhood education teachers, self-regulation skills

Etik Beyan

Research Ethics All the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" were followed in the entire process from the planning, implementation, data collection to the analysis of the data. None of the actions specified under the second section of the Directive, "Scientific Research and Publication Ethics Actions" have been carried out. During the writing process of this study, scientific, ethical and citation rules were followed; no falsification was made on the collected data and this study was not sent to any other academic media for evaluation. Teachers were asked to sign a voluntary participation form to indicate whether they were willing to complete the "Demographic Information Form" and "Teacher Self-Regulation Scale (TSRS)". The scales in the study were used after obtaining the necessary permissions from the researcher who developed the scale. For the "Teacher Self-Regulation Scale (TSRS)", the necessary permission for the use of the scale was obtained from Yesim Capa Aydin on 20.12.2020. To collect data from official early childhood education institutions affiliated to the Ministry of National Education, the necessary permissions were obtained from the Ministry of National Education General Directorate of Basic Education (14.04.2021 dated and E-40456018-44-24050937 numbered letter). Research ethics committee approval information Name of the ethics committee: Aksaray University Rectorate Human Research Ethics Committee Date of the decision: 22.02.2021 Document issue number: 2021/01-38

Teşekkür

Bu çalışma, H. Gözde Ertürk Kara danışmanlığında Yusuf Ertan Elma (2023) tarafından hazırlanan “Investigation of preschool education teachers' self-regulation skills in terms of various variables” başlıklı yüksek lisans tezinden üretilmiştir.

Okul öncesi eğitimi öğretmenlerinin öz düzenleme becerilerini etkileyen faktörlerin incelenmesi

Öz

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.

Anahtar Kelimeler

okul öncesi eğitim, okul öncesi eğitimi öğretmeni, öz düzenleme becerileri

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