İLKÖĞRETİM OKULU ÖĞRETMENLERİNİN MESLEKİ ÖĞRENME TOPLULUĞU ALGILARININ BAZI DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Bu çalışmanın amacı ilköğretim okulu öğretmenlerinin mesleki öğrenme incelenmesidir. Araştırmanın evrenini, 2013-2014 eğitim-öğretim yılında Ankara ilinin yedi ilçesinde (Altındağ, Çankaya, Gölbaşı Keçiören, Mamak, Pursaklar, Yenimahalle) bulunan resmi ilköğretim okullarında Araştırmanın örneklemini tabakalı-rastgele örnekleme yöntemine göre seçilen 805 öğretmen oluşturmuştur. Okullar eğitim kademelerine göre (ilkokul ve ortaokul) tabakalara ayrılmıştır. Araştırma verilerinin toplanmasında Mesleki Öğrenme Topluluğu Ölçeği (Olivier, Hipp ve Huffman, 2003) kullanılmıştır. Ölçeğin yapı geçerliliğini belirlemek için doğrulayıcı faktör analizinden yararlanılmıştır. Ayrıca parametrik olmayan testlerden ise ilişkisiz ölçümler için Kruskal Wallis H-testi ve Mann öğretmenlerinin mesleki öğrenme topluğu algılarının cinsiyet değişkenine göre destekleyici koşullar; görev değişkenine göre paylaşılan değerler ve vizyon, birlikte öğrenme ve uygulama, paylaşılan kişisel uygulama, destekleyici koşullar; kıdem değişkenine göre birlikte öğrenme ve uygulama, paylaşılan kişisel uygulama, destekleyici koşullar; eğitim kademesi değişkenine göre paylaşılan değerler ve vizyon, destekleyici koşullar; öğretmen sayısı değişkenine göre paylaşılan ve destekleyici liderlik, birlikte öğrenme ve uygulama, destekleyici koşullar alt boyutlarında anlamlı olarak farklılaştığı görülmüştür. Bu doğrultuda erkek öğretmenlerin kadın öğretmenlere göre; sınıf öğretmenlerinin branş öğretmenlerine göre; 31 yıl ve üzerinde kıdeme sahip olan öğretmenlerin 1-15 yıl ile 16-30 yıl arasında kıdeme sahip öğretmenlerine göre; öğretmen sayısı 76 ve üzerinde olan okullarda çalışan öğretmenlerin, öğretmen sayısı 1-25 ile 51-75 arasında olan okullarda çalışan öğretmenlere göre (paylaşılan ve destekleyici liderlik boyutunda) yine öğretmen sayısı 26-50 arasında olan okullarda çalışan öğretmenlerin, öğretmen sayısı 51-75 arasında olan okullarda çalışan öğretmenlere göre (birlikte öğrenme ve uygulama, destekleyici koşullar alt boyutlarında) algı düzeylerinin daha yüksek olduğu tespit edilmiştir

EXAMINING THE PROFESSIONAL LEARNING COMMUNITY PERCEPTIONS OF PRIMARY EDUCATION SCHOOL TEACHERS IN TERMS OF CERTAIN VARIABLES

Purpose of this research is to examine professional learning community perception of primary education teachers according to some variables. In this research relational survey method was used. The population of the research comprised 20.203 teachers working in the state elementary schools within seven districts (Altındağ, Çankaya, Gölbaşı Keçiören, Mamak, Pursaklar and Yenimahalle) of Ankara province during the 2013-2014 educational year. The sample of this research included 805 elementary school teachers selected according to the stratified sampling method. Schools were layered according to their education level (primary school and secondary school). In the research, to collect data Professional Learning Community Scale (Olivier, Hipp and Huffman, 2003) was used. To confirm the structures of the scales, path analysis was used. Off all the non-parametric tests for non-related measurements Kruskal Wallis H-test and Mann Whitney U-test were used. In the end of research it was seen that professional learning community perception of primary education teachers differed significantly in terms of supportive conditions subscale according to the gender variable; shared values and vision, collective learning and application, shared personel practice and supportive conditions subscales according to the branch variable; shared personel practice conditions subscale according to the seniority variable; shared values and vision, shared personel practice and supportive conditions subscales according to the education level; shared values and vision, collective learning and application, shared personel practice and supportive conditions subscales according to the number of teacher variable. In this regard, it was found that male teachers than female teachers, teachers with 31 years and over seniority than teachers with seniority between 1-15 years and 16-30 years; classroom teachers than branch teachers; primary school teachers than secondary school teachers had a higher level of perception of professional learning community

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