Öğretmen Adaylarının Aile Katılımına Yönelik Tutumlarının Yordanmasında Karanlık Dörtlü Kişilik Özelliklerinin ve Algılanan Empatik ve Sosyal Öz-Yeterliğin Rolü

Yıl 2024, Sayı: 61, 316 - 334, 15.05.2024

Saniye Can Türkdoğan , Murat Balkıs

https://doi.org/10.9779/pauefd.1404171

Öz

Bu araştırmanın amacı, öğretmen adaylarının aile katılımına yönelik tutumlarının yordanmasında karanlık dörtlü kişilik özelliklerinin ve algılanan empatik ve sosyal öz-yeterlik düzeyinin rolünü incelemektir. Çalışma kapsamında, 416 öğretmen adayından gönüllülük esasına dayalı olarak veri toplanmıştır. Çoklu hiyerarşik regresyon analizinin ilk aşamasında, öğretmen adaylarının sahip olduğu sosyodemografik özellikler (cinsiyet, sınıf düzeyi, gelir düzeyi) kontrol değişkeni olarak tanımlanmış, ikinci aşamada öğretmen adaylarının karanlık dörtlü kişilik özellikleri (makyavelizm, narsisizm, psikopati ve sadizm) ve üçüncü aşamada empatik öz-yeterlik ve sosyal öz-yeterlik değişkenleri regresyon denklemine dâhil edilmiştir. Üç aşamalı hiyerarşik regresyon analizinin sonucunda, öğretmen adaylarının aile katılımına yönelik tutumlarının anlamlı yordayıcıları sadizm, psikopati ve sosyal öz-yeterlik değişkenleri olmuş, bu üç değişken aile katılımına yönelik tutumları orta düzeyde bir etki büyüklüğüyle açıklamıştır. Bulgular öğretmen adaylarının eğitiminde uyumlu kişilik özelliklerinin ve sosyal becerilerin desteklenmesinin önemine işaret etmektedir.

Anahtar Kelimeler

Aile katılımı, Karanlık dörtlü kişilik özellikleri, Empatik öz-yeterlik, Sosyal öz-yeterlik, Öğretmen adayları

The Role of Dark Tetrad Personality Traits and Perceived Empathic and Social Self-Efficacy in Predicting Preservice Teachers' Attitudes Towards Family Involvement

Öz

The purpose of the study is to investigate the role of dark tetrad personality traits and perceived empathic and social self-efficacy levels in predicting pre-service teachers' attitudes towards family involvement. Within the scope of the study, the data were collected from 416 pre-service teachers voluntarily. In the first stage of the multiple hierarchical regression analysis, the sociodemographic characteristics (gender, grade level, income level) of the pre-service teachers were defined as control variables. In the second stage, pre-service teachers' dark tetrad personality traits (Machiavellianism, narcissism, psychopathy and sadism) and in the third stage, empathic self-efficacy and social self-efficacy variables were included in the regression equation. As a result of the three-stage hierarchical regression analysis, sadism, psychopathy and social self-efficacy variables were significant predictors of pre-service teachers' attitudes towards family involvement, and these three variables explained attitudes towards family involvement with a moderate effect size. The findings point to the importance of supporting positive personality traits and social skills in the education of pre-service teachers.

Anahtar Kelimeler

Dark Tetrad of Personality, Perceived Empathic and Social Self-Efficacy, Family Involvement, Pre-service Teachers

Kaynakça

• Akın, A. & Başören, M. (2015). Algılanan empatik öz-yeterlik ve sosyal öz-yeterlik ölçeğinin Türkçe formunun geçerlik ve güvenirliği. Bartın University Journal of Faculty of Education, 4(2), 603-610. https://doi.org/10.14686/buefad.v4i2.1082000235
• Aytaç, M. B. (2022). Karanlık dörtlü (The Short Dark Tetrad-SD4) ölçeğinin Türkçe’ye uyarlanması ve karanlık dörtlünün pazarlama araştırmalarındaki yerinin tartışılması. İşletme Ekonomi ve Yönetim Araştırmaları Dergisi, 5(1), 129-149. https://doi.org/10.33416/baybem.1041678
• Ansari, A. & Gershoff, E. (2015). Learning‐related social skills as a mediator between teacher instruction and child achievement in Head Start. Social Development, 24(4), 699-715. https://doi.org/10.1111/sode.12124
• Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. https://doi.org/10.1037/bul0000201
• Baum, A. C. & McMurray-Schwarz, P. (2004). Preservice teachers’ beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57-61. https://doi.org/10.1023/B:ECEJ.0000039645.97144.02
• Blasi, M. W. (2002). An asset model: Preparing preservice teachers to work with children and families “of promise”. Journal of Research in Childhood Education, 17(1), 106-122. https://doi.org/10.1080/02568540209595003
• Blumberg, S. J., Carle, A. C., O’Connor, K. S., Moore, K. A., & Lippman, L. H. (2008). Social competence: development of an indicator for children and adolescents. Child Indicators Research, 1(2), 176-197. https://doi.org/10.1007/s12187-007-9007-x
• Buckels, E. E., Jones, D. N., & Paulhus, D. L. (2013). Behavioral confirmation of everyday sadism. Psychological Science, 24(11), 2201-2209. https://doi.org/10.1177/0956797613490749
• Büyüköztürk, Ş., Çakmak-Kılıç, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel Araştırma Yöntemleri (13. baskı). Pegem Akademi.
• Caño, K. J., Cape, M. G., Cardosa, J. M., Miot, C., Pitogo, G. R., Quinio, C. M., & Merin, J. (2016). Parental involvement on pupils’ performance: Epstein’s framework. The Online Journal of New Horizons in Education, 6(4), 143-150.
• Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 4, 275–286. https://doi.org/10.1027/1016-9040.10.4.275
• Chen, M., & Fan, X. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22. https://doi.org/10.1023/A:1009048817385
• Chicago. Jones, D. N., & Paulhus, D.L. (2014). Introducing the short dark triad (SD3): A brief measure of dark personality traits. Assessment, 21, 28-41. https://doi.org/10.1177/1073191113514105
• Cochran, W.G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons.
• Costa, P. T. Jr & McCrae, R. R. (1992), Revised NEO personality inventory (NEO-PI-R) and NEO five factor inventory (NEO-FFI) professional manual. Psychological Assessment Resources.
• Di Giunta, L., Eisenberg, N., Kupfer, A., Steca, P., Tramontano, C., & Caprara, G. V. (2010). Assessing perceived empathic and social self-efficacy across countries. European Journal of Psychological Assessment, 26(2), 77-86. https://doi.org/10.1027/1015-5759/a000012
• Dor, A. & Rucker-Naidu, T. B. (2012). Teacher attitudes toward parents’ involvement in school: Comparing teachers in the USA and Israel. Issues In Educational Research, 22(3), 246-262.
• Ensari, H. & Zembat, R. (1999). Yönetim stillerinin ailenin okulöncesi eğitim programlarına katılımı üzerindeki etkileri. Marmara Üniversitesi Anaokulu Anasınıfı Öğretmeni El Kitabı (1. Baskı) (s.180- 205) içinde. YA-PA Yayınları.
• Epstein, J. L. (1995). School-family-community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
• Epstein, J. L. & Sheldon B S. (2002). Improving student behavior and school discipline with community and family involvement. Education & Urban Society, 35(1), 4-26. https://doi.org/10.1177/00131240223721
• Ergüden, N., Doğan, A. & Hastaoğlu, Z. Ş. (2020). Aile katılımının okul öncesi dönem çocuklarının benlik saygısı ve sosyal duygusal uyumu üzerindeki etkileri. Nesne Psikoloji Dergisi, 8(17), 297-309. https://doi.org/10.7816/nesne-08-17-10
• Erkan S. (2010). Aile ve aile eğitimi ile ilgili temel kavramlar. (Ed. Z. Fulya Temel). Aile eğitimi ve erken çocukluk eğitiminde aile katılım çalışmaları. Anı Yayıncılık.
• Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA, US.
• Galián, B., Hernández-Prados, M.Á., & Álvarez-Muñoz, J. S. (2023). Smart schools and the family-school relationship: Teacher profiles for the promotion of family involvement. Journal of Intelligence, 11(3):51 https://doi.org/10.3390/jintelligence 11030051
• Garcia, D. C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices: Implications for urban teacher preparation. Urban Education, 39(3), 290 – 315. https://doi.org/10.1177/0042085904263205
• Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532–544. https://doi.org/10.1037/0022-0663.99.3.532
• Hamilton, A. R. (2010). Exploring the relationship between teacher personality traits and teachers' attitudes and practices towards family-school partnerships. [Unpublished Ph.D. dissertation, Loyola University]. https://ecommons.luc.edu/luc_diss/134
• Kirschenbaum, H. (2001). Educating professionals for school, family, and community partnerships. In D. B. Hiatt-Michael (Ed.), Promising practices for family involvement in schools (s. 185-208). Information Age.
• Kline, R. B. (2011). Principles and practice of structural equation modeling. 3rd ed. Guilford Press.
• Krizman, C. (2013). The relationship between teachers’ self-efficacy beliefs and parental involvement practices: A multi-method study (Unpublished doctoral dissertation, Texas Tech University). https://ttu-ir.tdl.org/server/api/core/bitstreams/596b9f48-5870-44e2-bb88-509ba2b13647/content
• Li, C. K., & Hung, C. H. (2012). The interactive effects of perceived parental involvement and personality on teacher satisfaction. Journal of Educational Administration, 50(4), 501-518. https://doi.org/10.1108/09578231211238611
• Lilienfeld, S. O. & Andrews, B.P. (1996). Development and preliminary validation of a self-report measure of psychopathic personality traits in noncriminal populations. Journal of Personality Assessment, 66, 488-524. https://doi.org/10.1207/s15327752jpa6603_3
• Lindberg, E. N. & Guven, P. (2021). The impact of parental involvement and expectations on elementary school students' academic achievement. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 809-840. https://doi.org/10.17679/inuefd.888292
• Marti, M., Merz, E. C., Repka, K. R., Landers, C., Noble, K. G., & Duch, H. (2018). Parent involvement in the getting ready for school intervention is associated with changes in school readiness skills. Frontiers in Psychology, 9, 2-15. https://doi.org/10.3389/fpsyg.2018.00759
• Matunszny, R., Banda, D., & Coleman, T. (2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children, 39, 24- 31. https://doi.org/10.1177/004005990703900403
• McQueen, C. D. (2002). Preservice teachers’ beliefs about and experiences with parents and parent involvement. [Unpublished Doctoral dissertation, The University of Texas]. http://www.mommabears.org/uploads/1/2/3/7/12371936/mcqueen_dissertation.pdf
• OECD (2012). Let’s read them a story! The parent factor in education. OECD Publishing. http://dx.doi.org/10.1787/9789264176232-en
• Paulhus, D. L., Buckels, E. E., Trapnell, P. D. & Jones, D. N. (2021). Screening for dark personalities: The Short Dark Tetrad (SD4). European Journal of Psychological Assessment, 37(3), 208-222. https://doi.org/10.1027/1015-5759/a000602
• Pedro, J. Y., Miller, R. & Bray, P. (2012). Teacher knowledge and dispositions towards parents and families: Rethinking influences and education of early childhood pre-service teachers. Forum on Public Policy Online, 1, 1-15.
• Rispoli, K. M., Hawley, L. R. & Clinton, M. C. (2018). Family background and parent–school interactions in parent involvement for at-risk preschool children with disabilities. The Journal of Special Education, 52(1), 39-49. https://doi.org/10.1177/002246691875719
• Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111–135. https://doi.org/10.1111/j.1467-9507.1997.tb00097.x
• Stewart, A. E. & Stewart, E. A. (2006). The preference to excel and its relationship to selected personality variables. Journal of Individual Psychology, 62(3), 270-284.
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. MA: Pearson.
• Thompson, K. F. (2012). The relationship between parent involvement beliefs of teachers and parent involvement training for teachers on perceived importance of parent involvement. [Unpublished Doctoral dissertation, Walden University], ProQuest Dissertations and Theses database. (UMI 3502611)
• Van Voorhis, F. L., Maier, M. F., Epstein, J. L. & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8: A focus on literacy and math achievement outcomes and social-emotional skills. Manpower Demonstration Research Corporation (MDRC).
• Wai, M., & Tiliopoulos, N. (2012). The affective and cognitive empathic nature of the dark triad of personality. Personality and Individual Differences, 52(7), 794–799. https://doi.org/10.1016/j.paid. 2012.01.008
• Yavuz-Güler, Ç. (2014). Öğretmen adayları için aile katılımına yönelik tutum ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 213-232. http://dx.doi.org/10.14686/BUEFAD.201428179
• Zembat, R. & Unutkan O. P. (1999). Okul öncesinde çocuğun sosyal gelişiminde aile katılımının önemi. Marmara Üniversitesi Anaokulu Öğretmeni El Kitabı. YA-PA Yayınları.
• Zhang, K. & Ayunon, B. (2024). Strategies of family education in the context of the information age media. International Journal of Education and Humanities, 12(1), 19-23.