The Examination of Teachers’ Epistemological Beliefs and Their Evaluations of Educational Programs
Abstract
The aim of this study is to examine teachers' epistemological beliefs and program evaluations. In this research, the relational scanning model, one of the general survey models, has been used. The population of the study consists of a total of 6,816 teachers working in public schools across Isparta province during the 2022-2023 academic year. The sample of the study comprises 414 teachers selected through a convenience sampling method. The data collection tools used include a "Personal Information Form," the "Epistemological Beliefs Scale for Learning," and the "Program Evaluation Scale." The data were analyzed using the SPSS 22 software.
In the study, it was observed that teachers' epistemological beliefs towards learning were "Undecided" and at a medium level. In the overall scale; there was no significant difference according to gender, age, years of seniority, faculty type and school satisfaction variables.
It was observed that the teachers' evaluation levels of the education programs were "I agree" and at a high level. It was concluded that there was no significant difference in terms of gender and seniority in the scale, but there was a significant difference in terms of age, faculty type and school satisfaction. This difference was observed in the "Content" sub-dimension of the scale between the ages of 20-29 and in graduates of education faculties and educational institutes.
It was observed that there was a significant relationship between teachers' epistemological beliefs towards learning and their evaluation levels of educational programs, and that this relationship was positive, low level and weak. This shows that the higher the teachers' epistemological beliefs towards learning, the better they can perceive and implement educational programs and the more willing they will be to carry out teaching.
Keywords
Key Words: Epistemological belief , Educational Programs , Program Evaluation
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