The purpose of this research is threefold. First, the relationship between teachers‟ beliefs and contextual factors is explored. Second, the factor which is most significant as perceived by the teachers themselves will be presented and finally, the existence of a meaningful difference between public and private school English teachers in terms of perceived impact of contextual factors will be examined. A scale was developed by the researchers having pre-interviews with English teachers and reviewing relevant literature. The scale developed was piloted with 82 public and private school English teachers working in different parts of Turkey and the collected data were subjected to reliability analysis with SPSS. 210 public and private school English teachers participated in the study. For further data, 14 participants were interviewed. The collected data revealed a significant relationship between contextual factors and English language teachers‟ beliefs and practices. It was also found out that student oriented contextual factors have the greatest impact on English language teachers. Except teacher and management oriented contextual factors, meaningful difference was observed between public school and private school English teachers in terms of policy, classroom, inspection, and student oriented contextual factors.
Bu çalışmanın amacı üç bölümden oluşmaktadır. Öncelikle, öğretmenlerin inançları ve bağlamsal faktörler arasındaki ilişki araştırılmıştır. İkinci olarak öğretmenlerin algılarına göre inançları üzerindeki en etkili faktör sunulmuş ve son olarak özel okul ve devlet okullarında çalışmakta olan İngilizce öğretmenleri arasında bağlamsal faktörler açısından anlamlı bir farklılaşmanın varlığı araştırılmıştır. Bu amaçlar doğrultusunda araştırmacılar tarafından İngilizce öğretmenleri ile ön görüşmeler yaparak ve ilgili literatür taranarak bir ölçek geliştirilmiştir. Geliştirilen ölçek Türkiye‟nin farklı illerindeki özel ve devlet okullarında çalışmakta olan 82 İngilizce öğretmeninin katılımıyla pilot çalışmaya tabi tutulmuş ve toplanan veri üzerinde SPSS ile güvenirlik analizi yapılmıştır. Devlet okulları ve özel okullarda görev yapmakta olan 210 İngilizce öğretmeni çalışmaya katılmıştır. Daha fazla veri elde etmek amacıyla 14 katılımcı ile görüşme yapılmıştır. Toplanan verilerin ışığında bağlamsal faktörler ile İngilizce öğretmenlerinin inanç ve uygulamaları arasında yüksek düzeyde ilişki gözlemlenmiştir. Ayrıca öğrenci kaynaklı bağlamsal faktörlerin katılımcı İngilizce öğretmenler üzerinde en yüksek etkiye sahip olduğu sonucuna varılmıştır. Öğretmen kaynaklı ve okul yönetimi kaynaklı bağlamsal faktörler dışında politika, sınıf, teftiş ve öğrenci kaynaklı bağlamsal faktörler açısından özel okul ve devlet okullarında çalışmakta olan İngilizce öğretmenleri arasında anlamlı bir fark bulunmuştur
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