ÖĞRETMEN-ÇOCUK İLİŞKİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Bu araştırmada öğretmen-çocuk ilişkileri çeşitli değişkenler açısından incelenmiştir. Araştırmaya Kastamonu il merkezindeki 23 İlköğretim Okulu ve üç Anaokulunda görev yapan farklı branşlardaki (Okul Öncesi, Sınıf, Türkçe, Sosyal, Sanat, Matematik ve Fen bilgisi) 276 öğretmen ve bu okullardaki 1104 çocuk (552 kız, 552 erkek) katılmıştır. Araştırmada “Öğretmen-Çocuk İlişkileri Ölçeği” ve “Kişisel Bilgi Formu” kullanılırken, analizlerde çoklu regresyon forward yöntemi uygulanmıştır. Araştırma sonuçlarına göre, sadece öğretmenlerin bazı mesleki özellikleri dikkate alındığında, öğretmen-çocuk ilişkilerini iki farklı değişkenin (deneyim yılı-branş) etkilediği, sadece çocukların bazı özellikleri dikkate alındığında, öğretmen-çocuk ilişkilerini üç farklı değişkenin (sınıf, cinsiyet, okul öncesi eğitim görme) etkilediği görülmüştür. Öğretmenlerin ve çocukların özellikleri birlikte ele alındığında ise öğretmen-çocuk ilişkilerini dört farklı değişkenin (öğretmenlerin deneyim yılı, öğretmenlerin branşı, çocukların okul öncesi eğitim görmeleri ve çocukların cinsiyeti) etkilediği bulunmuştur. Sonuç olarak çocukların ve öğretmenlerin çeşitli özelliklerinin öğretmen-çocuk ilişkilerini etkilediği ortaya çıkmıştır.

AN EXAMINATION OF TEACHER-CHILD RELATION ACCORDING TO VARIOUS VARIABLES

In this study the teacher-child relationship has been studied according to various variables. 276 teachers from different branches (Pre-School Teaching, Classroom Teaching, Turkish Teaching, Social Studies Teaching, Art Teaching, Mathematics Teaching and Science Teaching) who serve in 23 primary schools and 3 kindergartens in Kastamonu and 1104 children (552 female, 552 male) from these schools participated in the study. A “Teacher-Child Relationship Scale” and a “Personal Information Form” have been used in the study. The multiple-regression forward method has been used in the analyses. According to the results of the study, it has been seen that the two different variables (year of experience and branch) affect teacher-child relationships when only some professional properties of the teachers are taken into account and that the three different variables (grade, gender and having preschool education) affect teacher-child relationships when only some properties of the children are taken into account. Also, it has been found that four different variables (the teacher’s year of experience, the teachers’ branch, the children’s having preschool education and gender of the children) affect teacher-child relationships when the properties of teachers and children are treated together. As a result, it has been revealed that various properties of the children and teachers affect teacher-child relationships.

Kaynakça

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Kaynak Göster

APA Kıldan, A . (2011). ÖĞRETMEN-ÇOCUK İLİŞKİLERİNİN ÇEŞİTLİ DEĞİŞKENLER AÇISINDAN İNCELENMESİ . Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi , (30) , 103-120 . Retrieved from https://dergipark.org.tr/tr/pub/deubefd/issue/25121/265260