Öğretmenlerin Bireysel ve Birlikte Öğrenme Tercihlerini Etkileyen Özellikleri

Bu çalışma, öğretmenlerin bireysel ve birlikte öğrenme düzeylerini ortaya koymayı ve bu öğrenme türleri üzerinde kişisel, örgütsel ve mesleki özelliklerin etkisini incelemeyi amaçlamıştır. Öğretmenlerin öğrenme davranışlarını ve onların kişisel (cinsiyet, toplam deneyim, mevcut okul deneyimi, okul kademesi, okul büyüklüğü ve okul SED) ve örgütsel-mesleki özelliklerini (öz-yeterlik, isteklilik, tanınma, olumlu ortam, öğrenci odaklı uygulamalar, görev odaklı uygulamalar, semboller-değerler) temsil eden veriler toplanmıştır. Türkiye’de Aksaray ili şehir merkezindeki ilkokul, ortaokul ve Liselerde görev yapmakta olan toplam 340 öğretmen örneklemi oluşturmuştur. Tanımlayıcı istatistikler, açımlayıcı faktör analizi, sınıflama analizi ve iki kategorili lojistik regresyon analizi kullanılarak veriler incelenmiştir. Öğretmenlerin ağırlıklı olarak bireysel öğrenenler olduğu ve istekliliğin öğretmenlerin öğrenme tercihlerini etkileyen en güçlü mesleki özellik olduğu bulundu. İstekliliğin yanı sıra, öz-yeterlik ve öğrenci odaklı uygulamalar öğretmenlerin bireysel öğrenmelerini etkileme gücündedir. Okul ortamı, diğer anlamlı yordayıcılardanfarklı olarak, “yüksek düzey birlikte öğrenenleri” saptayabilmektedir. Bireysel özelliklerden yalnızca okulun kademesi anlamlı bir yordayıcıdır. İlkokul kademesindekiler daha çok birlikte öğrenme eğilimindedir. Sonuçlardan hareketle, öğretmenlerin bireysel girişim alanlarının genişletilmesi ve öğrenci öğrenmesini geliştirmek üzere zorlayıcı hedeflere yönelik çalışma grupları oluşturulması önerilmiştir.

Teachers’ Characteristics Influencing Their Individual And Collective Learning Preferences

This study aimed at finding out the level of teachers’ individual and collective learning and analysing the influence of their personal, organizational and professional characteristics on these learning types. We collected data representing teachers’ learning behaviours and their personal (gender, total experience, current school experience, school level, school size and school SES) and organizationalprofessional characteristics (self-efficacy, aspiration, recognition, positive climate, student oriented practices, task oriented practices and symbols-values). A total of 340 teachers working in primary, lower secondary and secondary schools located in Aksaray province of Turkey, comprised the sample. We analysed data using descriptive statistics, exploratory factor analysis, two-step clustering analysis and binary logistic regression. We found that teachers were overwhelmingly individual learners and aspiration is the most powerful professional characteristic affecting teachers’ learning preferences. Beside aspiration, selfefficacy and student oriented practices were also able to effect on teachers’ individual learning. School climate, differently from other significant predictors, was able to detect the high-level collective learners. The only individual characteristics, school level was a significant predictor. Teachers, who work at the primary level, are tend to be collective learner. Based on the results, we suggested to widen the area of teachers’ individual initiatives and to compose groups working collectively towards challenging goals for enhancing students’ learning.

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