Danışman Öğretmen Mentorluk Fonksiyonları ile Aday Öğretmenlerin Öznel Mutluluk Düzeyi Arasındaki İlişki

Millî Eğitim Bakanlığı Öğretmen Atama ve Yer Değiştirme Yönetmeliği’ne göre aday öğretmenler, adaylıklarının ilk altı ayında yetiştirme sürecine tabi tutulmaktadır. Usta çırak ilişkisi şeklinde gerçekleşecek olan bu yetiştirme faaliyeti mentorluk olarak kabul edilmektedir. Bu araştırmanın temel amacı, devlet okullarında görev yapan aday öğretmenlerin görüşlerine göre danışman öğretmen mentorluk fonksiyonları ile aday öğretmenlerin öznel mutluluk düzeyi arasındaki ilişkiyi çeşitli değişkenler açısından incelemektir. Nicel bir araştırma olan bu çalışmada veriler Noe (1988) tarafından geliştirilen Mentorluk Fonksiyonları Ölçeği ve Lyubomirsky ve Lepper (1999) tarafından geliştirilen Öznel Mutluluk Ölçeği aracılığıyla toplanmıştır. Araştırmanın örneklemini, İstanbul ilinin üç ilçesindeki 171 aday öğretmen oluşturmaktadır. Korelasyon ve regresyon analizi, danışman öğretmenlerin sergiledikleri mentorluk fonksiyonları ile aday öğretmenlerin öznel mutluluk düzeyi arasında orta düzeyde pozitif bir ilişki olduğunu ortaya koymaktadır. Danışman öğretmen tarafından sergilenen mentorluk fonksiyonlarının aday öğretmenlerin öznel mutluluk düzeylerinin anlamlı bir yordayıcısı olduğu görülmektedir. Dolayısıyla, mentor seçimi, mentor-menti eşleştirmesi ve diğer mentorluk süreçlerinin iyi yapılandırılması gerekmektedir.

Relationship between Mentor Teachers’ Mentoring Functions and Beginning Teachers’ Subjective Happiness

According to the Turkish Ministry of National Education Teacher Appointment and Substitution regulation,beginning teachers are subjected to a training period for the first six months of their recruitment. This newlylaunched program aims to train beginning teachers through a master–apprentice relationship, which can bedefined as a mentoring program. The purpose of this study was to examine the relationship between the level ofsubjective happiness of beginning teachers working at state schools and the mentoring functions their advisersperform with regard to various variables. Quantitative analysis was used, and the data were gathered throughthe Mentoring Functions scale, which was developed by Noe (1988) and the Subjective Happiness scale, developedby Lyubomirsky & Lepper (1999). The sample of the study included 171 beginning teachers from threedistricts of I stanbul province. Correlation and regression analysis revealed that there is a moderate, positive andsignificant relationship between the level of subjective happiness of trainee teachers and the level of mentoringfunctions their advisors perform. The mentoring functions the advisor teachers performed were found to be asignificant predictor of the level of subjective happiness of trainee teachers. For this reason, mentor selection,mentor–mentee match and other mentoring processes should be well structured.

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Kuram ve Uygulamada Eğitim Yönetimi-Cover
  • ISSN: 1300-4832
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1995
  • Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.
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