SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ ÖĞRETMENLİK MESLEĞİNE YÖNELİK TUTUMLARININ BAZI DEĞİŞKENLER AÇISINDAN İNCELENMESİ

Bu araştırmanın amacı; 2013-2014 eğitim öğretim yılında Kazım Karabekir Eğitim Fakültesi Sosyal Bilgiler Eğitimi Anabilim Dalında öğrenim gören öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumlarını cinsiyet, mezun olunan lise türü, anne-baba eğitim düzeyi, sınıf düzeyi, öğretmenlik mesleğini seçme nedeni, ailede öğretmen bulunup bulunmama durumu ve aile gelir düzeyi gibi değişkenler açısından tespit etmektir. Araştırma, betimsel tarama modeli ile yürütülmüştür. Çalışmada 175 erkek, 125 kadın öğretmen adayına Özgür (1994) tarafından geliştirilen ve 33 maddeden oluşan tutum ölçeği uygulanmıştır. Elde edilen veriler SPSS 18.00 istatistik paket programına girilerek analiz edilmiştir. Araştırmaya katılan öğretmen adaylarının demografik özelliklere göre dağılımları ve tutum ölçeğindeki maddelere verdikleri yanıtların analizinde frekans ve yüzde, mesleğe yönelik tutumlarının cinsiyet değişkenine göre farklılaşıp farklılaşmadığını tespit etmek için t testi, ailede öğretmen bulunup bulunmama durumuna göre farklılaşıp farklılaşmadığını tespit etmek için Tek Yönlü Varyans Analizi, en son mezun olunan okul türü, anne-baba eğitim durumu, ailenin aylık geliri ve öğretmenlik mesleğini tercih etme nedenlerine göre Kruskal Wallis H testi ve değişkenler arasındaki farkın kaynağını belirlemek amacıyla da Dunnet T 3 Post Hoc testi kullanılmıştır. Araştırmada sosyal bilgiler öğretmen adaylarının mesleğe yönelik tutumları cinsiyet değişkenine göre kadınlar lehine daha yüksek çıkmıştır. Sosyal bilgiler öğretmen adaylarının mesleğe yönelik tutumlarının sınıf düzeyi, en son mezun olunan okul türü, ailede öğretmenlik mesleğini yapan birinin bulunup bulunmama durumu ve anne-baba eğitim düzeyi değişkenlerine göre farklılaşmadığı sonucuna ulaşılmıştır. Öğretmenlik mesleğini tercih etme nedenine göre “Öğretmenlik Mesleğini Çok Seviyorum” yanıtını veren öğretmen adaylarının tutumlarının daha yüksek olduğu tespit edilmiştir.

NG SOME VARIABLES OF THE ATTITUDE OF SOCIAL STUDIES TEACHER CANDIDATES TOWARDS THE TEACHING PROFESSION

The purpose of the research is to determine the attitudes of prospective teachers studying in the Department of Social Studies Education in Kazım Karabekir Faculty of Education in 2013-2014 academic year towards the teaching profession considering some variable such as gender, type of high school type they graduated from, parent’s education level, class level, the reasons for choosing teaching as a profession, whether or not there is a teacher in the family, and family income. The research was carried out with descriptive scanning model. In this study, an attitude scale consisting of 33 items and developed by Özgür (1994) was applied to 175 male and 125 female teacher candidates. The data obtained were analysed by using the SPSS 18.00 statistical package program. Frequency and percentages were used to analyse the distribution of the pre service teachers according to the demographic characteristics and their responses to the items in the attitude scale and t-test was used to determine whether or not their attitudes towards the profession differed according to the gender variable. One-Way Variance Analysis was administered to determine whether their responses differed if there is a teacher in the family. Kruskal Wallis H test was utilized considering the school they last graduated from, parent’s educational background, family’s monthly income, and their reasons for choosing teaching as a profession and Dunnet T 3 Post Hoc test was used to determine the source of differences between the variables. In the research, the attitudes of social studies teacher candidates towards the profession were higher in favour of girls considering gender. It was concluded that the social studies teacher candidate’s attitudes towards the profession did not differ according to the class level, the type of school they last graduated from, the presence of anyone who works as a teacher, and parents’ educational background. It was determined that the attitudes of teachers who responded that “I love teaching as a profession” were higher considering their reasons for choosing the teaching profession

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