İlköğretim Okulu Öğretmenlerinin Takım Rolleri (Öğretmenlerin Belbin’in Takım Rollerini Algılama Düzeyleri)

Takım çalışmasının en önemli kavramlarından birisi de takım rolleridir. Bu çalışmada, Belbin tarafından belirtilen takım rolleri konusunda öğretmen algıları araştırılmıştır. Bunun için 565 ilköğretim okulu öğretmeninin görüşlerine başvurulmuştur. Araştırma bulgularına göre, öğretmenlerin %18,01’i Yürütücü-Uygulayıcı, %15.82’si Takım İşçisi, %15.53’ü Koordinatör- Başkan, % 12.12’si Kaynak araştırmacısı, % 10.25’i Biçimlendirici-Yönlendirici, %9.88’i Mükemmeliyetçi-İşbitirici, %9.22’si Yansıtıcı-Değerlendirici ve %9.17’si Yaratıcı-Yenilikçi rollerini benimsemektedirler. Rolleri algılamada cinsiyet ve branşın etkili olduğu görülmüştür. Görev ve ilişkiye dayalı rol tipolojilerine göre, öğretmenler büyük oranda ilişki yönelimli rolleri benimsemişlerdir. Bir diğer tipolojide; öğretmenlerin %27.94’ünün uzlaşmacı, %27. 89’unun teknisyen yönetici, %25. 78’inin takım lideri ve %18.39’unun da zeki-aydın oldukları belirlenmiştir. Araştırma sonuçlarına göre, öğretmenlerin etkili eğitsel takımlar oluşturduklarını söylemek zordur.

The Team Roles of Elementary School Teachers (Teachers’ Levels of Perceiving Belbin’s Team Roles)

One of the important concepts regarding teamwork is team roles. This study investigated teachers’ perceptions of the team roles. Elementary school teachers (n=565) participated in the study. The findings suggest that 18.01% of the teachers were implementers, 15.82% were team workers, 15.53% were coordinators, 12.12% were resource investigators, 10.25% were shapers, 9.88% were completers, 9.22% were evaluators and 9.17% adopted the plant role. Gender and branch of study were found to have effective in role perception. In terms of the typologies based on missions and relationships, the teachers adopted mainly the relationship-oriented roles. 27.94% of the teachers were negotiators, 27.89% were manager-workers, 25.78% were team leaders and 18.39% were thinker- intellectuals. Thus, it is hard to say that teachers form effective educational teams.

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