Öğretmenliği Kariyer Olarak Seçmede Özgeci Güdülenmeye Dair Toplumsal Cazibe Yanlılığı Sorunu

Öğretmen olma nedenleri üzerine yapılan çalışmalarda farklı veri toplama tekniklerinin kullanılması, sıklıkla çelişkili sonuçların ortaya çıkmasına neden olabilmektedir. Nicel tarama çalışmaları özgeci sebepleri baskın nedenler arasında gösterirken nitel çalışmalar daha çok içsel ve dışsal nedenlerin önemli olduğunu ortaya koymaktadır. Farklı yöntemler arasında ortaya çıkan böylesi bir fark, anket ve ölçeklerde gözlemlenebilen toplumsal cazibe yanlılığı ile ilişkili olabilir. Bu makale, farklı veri toplama araçlarının öğretmen olma nedenleriyle ilgili olarak çelişkili sonuçlar verip vermediğini inceleyen bir çalışmanın sonuçlarını sunmaktadır. Ankara'daki bir devlet üniversitesinde İngiliz dili eğitimi öğrenimi gören 248 aday öğretmene üç farklı araç uygulanmıştır. Bunlar, öğrencilerin öğretmen olma nedenlerini betimledikleri nitel bir tarama formu; FIT-Choice ölçeği (Watt and Richardson, 2007) ve katılımcıların FIT-Choice ölçeğinden kendileri için en önemli 5 nedeni seçip bunları da kendi içinde önem sırasına koyacakları bir sıralama formundan oluşmaktadır. Nitel veri ve sıralama formu verilerinin analizi içsel nedenlerin en çok öneme sahip olduğunu, daha sonra yetenek, dışsal ve özgeci nedenlerin geldiğini; FIT-Choice ölçeğinden gelen nicel verinin analiziyse özgeci değerlere en yüksek önemin atfedildiğini göstermiştir. Bu çalışmada, FIT-Choice ölçeğinde sunulan özgeci değerlerin toplumsal cazibeleri nedeniyle katılımcılar tarafından abartılmış olabileceği; bu sebeple çalışmalarda bu toplumsal cazibe yanlılığı sorununa dair önlem alınması gerektiği sonucuna varılmıştır.

Social Desirability Bias in Altruistic Motivation for Choosing Teaching as a Career

Using different tools of data collection often leads to controversial results as to what constitutes the best attractor to teaching as a profession. Quantitative survey studies report altruistic reasons as the prevailing factors whereas qualitative studies highlight intrinsic and extrinsic reasons with a possible link to a social desirability bias posed by scales/questionnaires. This paper reports on findings of a study that explored whether/how different tools of data collection yield different entry motivations. 248 student teachers of English at a state university in Ankara completed three different instruments: a qualitative self-report survey form; FIT-Choice Scale (Watt & Richardson, 2007); and a ranking task where participants ranked five most important reasons from the FIT-Choice Scale. The analysis of the data revealed that the qualitative instrument and the ranking task yielded that intrinsic reasons were the best motivators, followed by ability, extrinsic, and altruistic reasons. However, in the FIT-Choice Scale data, the altruistic reasons were the best attractors. This study concludes that the altruistic reasons in the FIT-Choice Scale may have enjoyed an inflated popularity due to their socially desirable properties and that research studies into entry motivations need to take precautions to deal with such a response bias.

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