CEMALETTİN İPEK, ALİ RIZA TERZİ

2717

İlk ve Ortaöğretim Kurumlarında Öğretmen-Öğrenci İlişkilerinin Öğretmen Görüşlerine Göre Belirlenmesi: Van İli Örneği

Bu araştırmanın amacı öğretmen-öğrenci ilişkilerinin ilk ve ortaöğretim kademelerinde sınıf içi, okul içi ve okul dışı boyutlarda nasıl gerçekleştiğini öğretmen görüşlerine göre belirlemektir. Van ili merkezinde 10 ilköğretim okulu ile 5 lisede gerçekleştirilen araştırmaya 420 öğretmen katılmıştır. Araştırmada kullanılan ölçme aracı araştırmacılar tarafından geliştirilmiştir. Verilerin analizinde aritmetik ortalama, bağımsız t-testi, ANOVA ve Scheffe testi kullanılmıştır. Araştırma sonucunda öğretmenlerin görüşlerinin sınıf içi ve okul içi ilişki düzeyinde çoğu zaman, okul dışı ilişkilerde ise bazen seçeneğinde toplandığı ortaya çıkmıştır. Öğretmenlerin görüşleri arasında cinsiyete göre fark bulunmazken, kıdem, sınıf ve branş ile öğretim kademesine göre fark bulunmuştur. Araştırma sonuçları alanyazında yapılmış olan diğer araştırmaları destekler niteliktedir.
Anahtar Kelimeler:

öğretmen-öğrenci ilişkileri , sınıf içi ilişkiler , okul içi öğrenci ilişkileri , okul dışı öğrenci ilişkileri

Investigating Teacher-Student Relationships in the Primary and Secondary Schools Based on Teachers’ Views: The Case of Van City

Background. Teacher-student relationships, collaboration and democracy are the concepts closely interrelated with student achievements in education. Teachers chose one of those three types of teacher-student relationships as described by Jones and Jones (2001): (a) Teachers merely perform their instructional duties and they do not share their personal feelings with their students. (b) Teachers share their feelings about school environment and limit their out of school life. (c) Teachers share a wide range of personal concerns and values with their students (complete openness). Teachers select one of these relationships types based on their own personal characteristics, the age and gender of their students, and whether they share similar feelings, thoughts and values with their students. An open teacher-student relationships make students happy and comfortable in their relationships with their teachers. However, closed teacher-student relationships lead students to express negative attitudes and behaviors against their teachers (Jones and Jones, 2001). This study is based theoretically on three types of teacher-student relationships as described by Jones and Jones (2001). Performing merely instructional duties and restricting personal feelings and values is treated as classroom level relationships, and sharing personal feelings and values with the students is entitled as school level relationships. On the other hand, sharing a wide range of personal concerns and values with the students is accepted as out of school relationships. Purpose. This study aims to describe teacher-student relationships in the primary and secondary schools at three levels namely classroom level, school level and out of school level. Moreover the teacher-student relationships are compared according to the genders, experiences and teaching levels (working in primary or secondary schools) of the teachers. Method. Data were collected voluntarily from 420 teachers working 10 primary schools and 5 secondary schools which were located in the city center of Van. Data gathering instrument, teacher-student relationships assessment scale was developed by the researchers. Factor structure of the scale was determined by exploratory factor analysis and also confirmatory factor analysis was applied in order to examine the item-factor fitness and the relationships between factors. Teacher-student relationships were described by using arithmetic means and standard deviations which were calculated for each relationships levels (classroom level, school level and out of school level). Moreover, teacher-student relationships were compared by t-test according to teachers' gender; in terms of teachers' experiences and teaching levels these comparisons were done by ANOVA. Based on ANOVA results, Secheffe test was also applied in order to determine the sources of significant differences. Results and discussion. The results of the study revealed that the teacher-student relationships at classroom level ( = 3.98) and school level ( = 4.01) corresponded to “often” degree, but teacher-student relationships measured for out of school ( = 3.17) occurred at “sometimes” degree. It was found that gender has not differentiating effects on teacher-student relationships, but teachers' experiences and teaching levels have significant effects on teacher-student relationships. At each level class (first level primary) teachers' scores on teacher-student relationships were significantly higher than branch (second level primary) and secondary teachers' scores. On the other hand, teachers with 10 years and more experiences have expressed higher teacher-student relationship scores at classroom and school levels than those teachers having 1-5 years experiences. Moreover, 10 years and more experienced teachers stated significantly higher teacher-student relationship scores than 1-5 and 5-10 years experienced teachers out of the school level. The first distinctive aspect of this study is its contribution to teacher-student relationships literature in terms of three levels relationships. Teacher-student relationships were examined at classroom level, school level and out of school level. The second distinctive aspect of the study is its scope comprising teachers from three educational levels namely first primary level (class teachers), second primary level (branch teachers), and secondary level (secondary school teachers). The results of the study generally support the results of previous studies. For example, our study result in terms of teaching level comparison supports previous studies revealing that teacher-student relationships decrease as educational level rises (Decker and others, 2007; Lynch and Cicchetti, 1997; Çelik, 2005). Similarly, the study result we got in terms of teacher experiences comparison also supports previous study results indicating that more experienced teachers are more effective than less experienced teachers in classroom communication (Wubbels and Brekelmans, 2005; Ceylan, 2007; Öztaş, 2001). However, the study result we attained by gender comparison differs from the results of previous studies revealing that gender has significant effects on teacher-student relationships (Ceylan, 2007; Erdoğan, 2001).
Keywords:

teacher-student relationships , classroom level relationships , school level relationships , out of school relationships.,

PDF

___

  • Açıkgöz, K.Ü. (1993). Sınıf yönetimi ve kişilik özellikleri boyutlarında değerlendirmeleri. Buca Eğitim Fakültesi Dergisi, 2, 125-153
  • Altunışık, R., Coşkun, R., Bayraktaroğlu, S. ve Yıldırım, E. (2005). Sosyal bilimlerde araştırma yöntemleri, 4. Baskı, Sakarya: Sakarya Kitabevi.
  • Arslantaş, Y. (1998). Sınıf yönetiminde öğretmen iletişim becerilerine ilişkin öğretmen ve öğrenci görüşleri. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
  • Başaran, İ. E. (1992). Eğitim psikolojisi, Ankara: Kadıoğlu Matbaası
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211- 229.
  • J A. Grant S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems, School Psychology Quarterly, 23(1), 3-15.
  • Birch,S.H., & Ladd, G.W.(1997). The teacher-child relationship and children’s early school adjustment, Journal of School Psychology, 35(1), 61-79.
  • Bradley, D.F., Pauley, J.A., & Pauley, J.F. (2006). Effective classroom management. Lanham, MD: Rowman ve Littlefield.
  • Brekelmans, M., Wubbels, Th., & Levy, J. (1993). Student performance, attitudes, instructional strategies and teacher-communication style; In Th. Wubbels, ve J. Levy (Eds.), Do you know what you look like?, London: The Falmer Press. 56-63.
  • Brok, P., Bergen T., Stahl, R. J., & Brekelmans, M. (2004). Students’ perceptions of teacher control behaviors, Learning and Instruction, 14, 425–443.
  • Driessen, G. (2007). The feminization of primary education: Effects of teachers’ sex on pupil achievement, attitudes and behavior, International Review of Education, 53(2), 183-203.
  • Celep, C. (2002). Ortaöğretim öğrencilerinin psikolojik ve akademik gereksinimlerini karşılama ile sınıf içi öğrenci dönütleri, Eğitim Araştırmaları, 9, 24-40.
  • Ceylan, G. (2007). Öğretmen-öğrenci etkileşiminin sınıf atmosferine etkisi: Aksaray ili örneği, Yayımlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Cheng, Y. C. (1994). Teacher leadership style: a classroom level study, Journal of Educational Administration, 32(3), 54-71.
  • Chudgar, A., & Sankar, V. (2008). The relationship between teacher gender and student achievement: evidence from five Indian states, A Journal of Comparative and International Education, 38(5), 627-642.
  • Çakmak, M. (1995). Yükseköğretimde öğretim elemanı-öğrenci ilişkilerinde öğrencilerin beklentileri, Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Çelik, N. (2005). Okul aile ilişkilerinde yaşanan sorunlar, Yayımlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş, 3. Baskı, Trabzon: Celepler Matbaacılık.
  • Doğan, A. R., A. Aydın ve H. Çalış (2000). “Öğretmen Öğrenci İlişkilerinde Model Davranışlar.” XI. Ulusal Eğitim Bilimleri Kongresi, Eğitim Programları ve Öğretim, Bildiriler-I, Erzurum, 326-335.
  • Dee, T. S. (2006). The way chromosome: How teacher’s gender affects boys and girls. Education Next, 4, 69-75
  • Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: the importance of student-teacher relationships for student outcomes. Journal of School Psychology, 45, 83-109.
  • Erdoğan, S. (2001). Sınıf yönetiminde öğrenci kontrolü açısından olumlu öğretmen- öğrenci ilişkileri, Yayınlanmamış yüksek lisans tezi, Trakya Üniversitesi, Sosyal Bilimler Enstitüsü, Edirne.
  • Editorial, (2005). Student perceptions of teacher-student relationships in class. International Journal of Educational Research, 43, 1-5.
  • Fisher, D., Waldrip, B., & den Brok, P. (2005). Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment. International Journal of Educational Research, 43, 25-38.
  • Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them, NY: The Free Press.
  • Geçer, K. A. (2002). Öğretmen yakınlığının öğrencilerin başarıları, tutumları ve güdülenme düzeyleri üzerindeki etkisi, Yayınlanmamış doktora tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Günay, K. (2003). Sınıf yönetiminde öğretmenlerin iletişim becerilerinin değerlendirilmesi, Yayımlanmamış yüksek lisans tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Adana.
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638.
  • Hammond D. L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
  • Harrington, D. (2009). Confirmatory Factor Analysis, Oxford: Oxford University Pres.
  • Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations, Social Development, 9(2), 191-204.
  • Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher–student relationship on childhood aggression: A prospective study. Journal of Clinical Child Psychology, 28, 173–184.
  • Hughes, J., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade classrooms. Journal of School Psychology, 43, 303−320.
  • İpek, C. (1999). Resmi liseler ile özel liselerde örgütsel kültür ve öğretmen-öğrenci ilişkisi. Yayımlanmamış doktora tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü. Ankara.
  • Kagan, D. M., & Tippins, D. J. (1991). How student teachers describe their pupils. Teaching and Teacher Education, 7(5/6), 455–466
  • Jones, V. F., & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems, Allyn and Bacon, USA.
  • Keçeci, A. ve Taşocak, G. ( 2009) Öğretim elemanlarının iletişim becerileri: Bir sağlık yüksekokulu örneği, Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi (Deuhyo Ed), 2(4), 131-136.
  • Kısakürek, M. A. (1985). Sınıf atmosferinin öğrenci başarısına etkisi, Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
  • Kline, R. B.(2005). Principles and practice of structural equation modeling (2nd Edition), New York: The Guilford Press.
  • Krieg, J. M. (2005). Student gender and teacher gender: What is the impact on high stakes test scores? Current Issues in Education [Online], 8(9).
  • Lee, S. J. (2007). The relations between the student-teacher trust relationship and school success in the Korean middle schools. Educational Studies, 33(2), 209- 216
  • Lerner, J. V., Lerner, R. M., & Zabski, S. (1985). Temperament and elementary school children’s academic performance: A test of ‘goodness-of-fit’ model, Journal of Child Psychology, 26, 125–136.
  • Michealowa, K. (2001). Primary education quality in Francophona sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development, 29(10), 1699-1716.
  • Öztas, R. (2001). Sınıf öğretmenlerinin iletişim yeterlilikleri. Yayımlanmamış yüksek lisans tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara
  • Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school, New Directions in Child Development, 57, 61−80.
  • Slater, L. (2004). Relationship-driven teaching cultivates collaboration and inclusion. Kapa Delta Pi Record, Winter, 58-59.
  • Şen, H.Ş. ve Erişen, Y (2002). Öğretmen yetiştiren kurumlarda öğretim elemanlarının etkili öğretmenlik özellikleri, Gazi Eğitim Fakültesi Dergisi, 22(1), 99-116.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş, Ankara: Ekinoks Yayıncılık.
  • Tsouroufli, M. (2002). Gender and teachers’ classroom practice in a secondary school in Greece, Gender and Education, 14(2), 135-147.
  • UNESCO (2000). Increasing the number of women teachers in rural schools: A synthesis of country case studies: South Asia. Bangkok.
  • Wubbels, Th., & Brekelmans, M. (2005). Two decades of research on teacher- student relationships in class. International Journal of Educational Research, 43, 6-24.
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.
Arşiv
Sayıdaki Diğer Makaleler

İlk ve Ortaöğretim Kurumlarında Öğretmen-Öğrenci İlişkilerinin Öğretmen Görüşlerine Göre Belirlenmesi: Van İli Örneği

CEMALETTİN İPEK, ALİ RIZA TERZİ

Sınıf Öğretmenlerinin Mesleki Örgütlenmeye Yönelik Tutumları: Uşak İli Örneği

Özgür BAYSAL, Lütfullah TÜRKMEN, CEMİL YÜCEL

Öğretmenlerin Okullarda Mesleki Çalışma İlişkileri Hakkındaki Görüşleri

ŞAKİR ÇINKIR, Saadet ÇETİN KURU

Öğretmenlerin İşkoliklik ve Tükenmişlik Düzeylerinin İlişkisi ve Çeşitli Değişkenler Açısından İncelenmesi

UĞUR AKIN, Ebru OĞUZ

Ailelerin Eğitim Sürecine Katılımına İlişkin Öğretmen ve Yönetici Görüşleri

Çetin ERDOĞAN, NİHAN DEMİRKASIMOĞLU

İlköğretim Beşinci Sınıf Matematik Öğretiminde Ölçme-Değerlendirme Sürecinde Yaşanan Sorunların Analizi

AYTEN PINAR BAL, AHMET DOĞANAY