Öğretmen niteliklerinin TIMSS 2011 fen başarısına çok düzeyli etkileri

Bu çalışmanın amacı, mesleki gelişim, duyuşsal özellikler, çalışma koşulları, fen öğretim yöntemleri, mezun olunan fakülte, cinsiyet, mesleki memnuniyet, özgüven, mesleki deneyim gibi toplamda 54 öğretmen niteliği ve okul özelliğinin Türkiye’deki öğrencilerin TIMSS 2011 fen başarısına etkilerini belirlemektir. İki düzeyli Hiyerarşik Lineer Modelinin (HLM) kullanıldığı bu çalışmada ayrıca okullar arası başarı farkını en çok açıklayan öğretmen niteliklerinin belirlenmesi amaçlanmıştır. Bilgi teknolojileri ile ilgili hizmet içi eğitim programlarına katılımın ve öğretmenlerin okulun akademik başarıya verdiği önem algılarındaki artışın okulların fen başarı ortalamalarına istatistiksel olarak manidar etki ettikleri bulunmuştur. Benzer şekilde öğretmenlerin cinsiyetlerinin ve çalıştıkları okullardaki öğretmenler arası işbirliğinin okulların fen başarı ortalamalarına etkileri istatistiksel olarak manidar bulunmuştur

Multilevel effects of teacher characteristics on TIMSS 2011 science achievement

The purpose of this study is to determine the effects of 54 teacher and school characteristics including gender, job satisfaction, self-confidence, professional development, affective characteristics, work conditions, science teaching methods, college that the teacher graduated from and years of experience on Turkish students’ TIMSS 2011 science achievement. Furthermore, it is aimed is to determine the teacher characteristics that best explains the achievement differences that are observed among schools using two-level Hierarchical Linear Modeling (HLM). It is found that participation to professional development programs regarding information technologies and increased school emphasis on academic success as perceived by teachers have statistically significant effects on schools mean science achievements. Similarly, it is found that collaboration among teachers and teachers’ gender have statistically significant effects on schools mean science achievements.

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