Hande YILMAZ, Fatih YAVUZ

Hizmet-içi Eğitim Almış Türk İngilizce Öğretmenlerinin Çalışma Motivasyonlarına Yönelik Bir Araştırma

Literatürde hizmet-içi eğitim programları ile ilgili pek çok çalışma olsa da hizmet-içi eğitim almış İngilizce öğretmenlerinin çalışma motivasyonlarına yönelik çalışmalar oldukça azdır. Bu çalışma; yaş, cinsiyet, mezun olunan en yüksek kademe, mezuniyet alanı, mesleki deneyim, hizmet-içi eğitimin türü, çalışılan okul türü ve kademesi, hizmet-içi eğitim konuları, hizmet-içi eğitimin alındığı ülke ve hizmet-içi eğitimden haberdar oluş biçimi gibi bazı değişkenlerin etkisi altında yurt içinde ya da dışında hizmet-içi eğitim alan İngilizce öğretmenlerinin çalışma motivasyonlarını araştırmayı hedeflemektedir. Çalışmaya, Türkiye’de ve farklı ülkelerde hizmet-içi eğitim almış 130 Türk İngilizce öğretmeni katılmıştır. Çalışma için öğretme motivasyonu ve hizmet-içi kursa katılım ölçeği isimli iki ayrı ölçeğin harmanlanması ile yeni bir ölçek oluşturulmuş ve o kullanılmıştır. Sonuçlara göre devlet kurumlarında çalışan öğretmenler ve kadın öğretmenler, erkek öğretmenlerden ve özel okulda çalışan öğretmenlerden daha motive bulundu. Dahası, öğretmenler katıldıkları hizmet-içi eğitim kurslarında meslektaşları ile aralarında yeteri kadar dayanışma olmadığından, kursiyer kurs veren arası etkileşimin iyi olmadığından, bu kurslarla İngilizce yeterliliklerini ve bu bağlamda çevrelerini çok geliştiremediklerinden, kurslar tarafından yeterince takip desteği alamadıklarından şikâyet etmektedirler. Ayrıca Türkiyedeki İngilizce öğretmenleri hizmet-içi eğitim programları içinde teorik ve uzun zaman alan türlerdense öğretme becerisi, çocuklara yabancı dil öğretimi, kelime öğretimi ve eğitimde yaratıcılık gibi kısa, pratik ve doğrudan İngilizce öğretimi ile ilgili olan alanları tercih etmektedir. Son olarak araştırma, özel okul öğretmenlerinin aldığı kursların kalitesi bakımından daha memnun olduklarını, ancak buna rağmen devlet okullarında çalışan öğretmenlerin de işlerinin sağladığı esneklik bakımından öğretme konusunda daha motive hissettiklerini açığa çıkardı.

A Study on Turkish EFL Teachers’ Motivations through in-service Trainings

Although many studies are available in terms of in-service teaching training programmes in the literature, studies on the motivation levels of in-service English teachers are quite scarce. This study aims to find out the effect of inservice teacher training programmes taken by Turkish EFL1 teachers and what factors influence their motivation under the effect of variables such as age, gender, the highest degree held by teachers, the subject of the highest degree, teaching experience, in-service training course forms, school degrees and school types where teachers work, in-service training course topics, countries where in-service training courses are held and ways of finding in-service training courses. 130 Turkish in-service EFL teachers taking their trainings both in Turkey and other countries took part in the study as participants. A new motivation scale was created and used by combining two different scales: an INSET2 course participation survey and a motivation to teach scale in the study. According to the results, public and female teachers are found more motivated compared to male and private school teachers. Furthermore, teachers complain about insufficient peer interaction, little trainer-participant communication, not being able to improve their English proficiencies and enlarge their networks and getting follow-up support. In addition, EFL teachers in Turkey prefer practical forms of in-service teacher training programs and topics closely related to ELT3 such as short courses, teaching practice, teaching young learners, teaching vocabulary and creativity more than other theoretical or time consuming forms. Finally, the research revealed that private school teachers are pleased with the quality of the courses they have taken so far whereas public teachers are more motivated to teach in terms of flexibility that their job provides them.

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