Sınıf Performansı Üzerinde Algılanan Öğretmen Destekleyici Davranışların Rolü

Öz

Bu araştırmanın amacı öz-belirleme kuramı temel alınarak algılanan öğretmen destekleyici davranışların ortaokul öğrencilerinin sınıf performansları üzerindeki rolünü incelemektir. Araştırmanın örneklemini Türkiye’de bir şehirde yer alan ortaokullarda öğrenim gören 296 yedinci sınıf öğrencisi oluşturmaktadır. Algılanan öğretmen destekleyici davranışlar Kişilerarası Davranışlar Ölçeği Öğretmen Kısa Formu kullanılarak belirlenmiştir. Öğrencilerin sınıf performans düzeylerini ölçmek için Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Sınıf Performans Ölçeği (Cronbach Alpha katsayısı = ,88) kullanılmıştır. Algılanan öğretmen destekleyici davranışların öğrencilerin sınıf performanslarını ne düzeyde yordadığını belirlemek için çoklu doğrusal regresyon analizi kullanılmıştır. Analiz sonuçları üç tür öğretmen destekleyici davranışın (özerklik, yeterlilik ve ilişkililik ihtiyacı) öğrencilerin sınıf performansı ile pozitif yönde ilişkili olduğunu göstermiştir. Regresyon modeline göre sınıf performansı üzerinde en güçlü yordayıcı değişken özerklik destekleyici faktör ve onu izleyen yeterlilik destekleyici faktör iken en zayıf yordayıcı değişken ilişkililik destekleyici faktörüdür. Bu sonuçlardan yola çıkarak ortaokul öğrencilerinin sınıf performanslarının algılanan öğretmen yeterlilik ya da ilişkililik destekleyici davranışlarından daha çok özerklik destekleyici öğretmen davranışları tarafından daha fazla şekillendiğini söylemek mümkündür. Araştırmada elde edilen tüm bulgular öğretmenin öğrencilere derinden sağlayacağı özerklik, yeterlilik ve ilgili olma desteğinin öğrencilerin akademik ve kişilerarası yeterliliklerinin bir bileşimi olarak sınıf performanslarında tatminkar sonuçlar elde etmesi açısından önemli olduğunu göstermektedir.

Anahtar Kelimeler

• Öz-belirleme kuramı
• öğretmen desteği
• sınıf performansı
• ortaokul öğrencileri,

The Role of Perceived Teacher-Supportive Behaviours on Classroom Performance

Öz

Based on self-determination theory, this study examined the role of perceived teacher supportive behaviors on the classroom performance of middle school students. The sample consisted of 296 seventh grade students studying in middle schools in a city in Turkey. Perceived teacher supportive behaviors were determined using the Interpersonal Behavior Scale Teacher Short Form. The Classroom Performance Scale (Cronbach Alpha coefficient = .88), which was adapted to Turkish and whose validity and reliability studies were carried out, was used to measure the classroom performance levels of participants. Multiple linear regression analysis was used to determine to what extent perceived teacher supportive behaviors predicted students' classroom performance. The results showed that three types of teacher supportive behaviors (need for autonomy, competence, and relatedness) were positively associated with students' classroom performance. According to the regression model, the strongest predictor variable on classroom performance is the autonomy supporting factor followed by the competence supporting factor, while the weakest predictor variable is the relatedness supporting factor. This finding shows that middle school students' classroom performance is more shaped by autonomy-supportive teacher behaviors rather than perceived teacher competence or relatedness-supporting behavior dimensions. All the findings obtained in the study indicate that the autonomy, competence and relevance support that the teacher will provide to students is important in terms of achieving satisfactory results in classroom performance as a combination of students' academic and interpersonal competences.

Anahtar Kelimeler

• Self-determination theory
• teacher support
• classroom performance
• middle school students

Kaynakça

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