Relationship Between Teachers' Philosophical Beliefs About Education and Their Perceptions of School Climate

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

Öğretmenlerin Eğitime Dair Felsefi İnançları ve Okul İklimi Algıları Arasındaki İlişki

Bu araştırmada, öğretmenlerin benimsedikleri eğitim felsefeleri ile okul iklimine ilişkin algıları arasındaki ilişkiyi saptamak amaçlanmıştır. Bu araştırma ilişkisel tarama modelinde tasarlandı. Araştırmanın örneklemini 2019-2020 eğitim-öğretim yılında Van ili merkez ilçelerinde görev yapan 357 öğretmen oluşturdu. Araştırmada veri toplama aracı olarak “Eğitim İnançları Ölçeği” ile “Okul İklimi Ölçeği” kullanıldı. Araştırmada korelasyon ve regresyon analizleri yapıldı. Araştırma sonuçlarına göre, öğretmenlerin çağdaş felsefi yaklaşımlara ilişkin inançları yüksek düzeydedir. Okul iklimi algıları bağlamında puanlar birbirine yakın olmakla birlikte öğretmenlerin yönlendirici ve destekleyici okul iklimi algıları daha yüksektir. Eğitim inançları ve okul iklimi algıları arasındaki ilişki, ilerlemeci ve varoluşçu eğitim inançlarına sahip öğretmenlerin okullarını iklim açısından daha destekleyici ve yönlendirici olarak gördüğünü gösterdi. Yeniden yapılandırmacı eğitimine inanan öğretmenler, okullarını iklim açısından daha yönlendirici ve kısıtlayıcı olarak değerlendirdi. Daimici bir eğitime ilişkin inanç düzeyi yüksek olan öğretmenler, ilginç bir şekilde okullarını daha destekleyici, yönlendirici ve samimi olarak gördü. Beklendiği gibi, esasici eğitime inanan öğretmenler, okullarını iklim açısından daha kısıtlayıcı buldu. Araştırmanın sonuçları, eğitime ilişkin felsefi inançların, düşük düzeyde olmakla birlikte öğretmenlerin okul iklimi algısının anlamlı bir yordayıcısı olduğunu göstermiştir.

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