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Makale Özeti:
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Bu araştırmada, ilköğretim ve ortaöğretim okullarında görev yapan öğretmenlerin eğitim inançlarının belirlenmesi amaçlanmıştır. Araştırma tarama modelinde desenlenmiştir. Araştırmanın evrenini Kütahya il merkezindeki okullarda görev yapan öğretmenler oluşturmaktadır. Örneklemin belirlenmesinde oranlı küme örneklemesi tekniği kullanılmıştır. Buna göre 206 ilköğretim ve 173 ortaöğretim olmak üzere 379 öğretmenden veri toplanmıştır. Araştırmada veri toplama aracı olarak “Eğitim İnançları Ölçeği (EİÖ)” kullanılmıştır. Verilerin çözümlenmesinde betimsel istatistikler, t-testi ve ANOVA analizleri kullanılmıştır. Araştırma sonuçlarına göre, öğretmenlerin en yüksek katılım gösterdiği boyutlar sırası ile varoluşçuluk, ilerlemecilik, daimicilik, yeniden kurmacılık ve esasicilik alt boyutlarıdır. Öğretmenlerin esasicilik eğitim felsefesine katılım düzeyleri düşük, diğerlerine ise yüksek düzeydedir. Öğretmenlerin eğitim inançları cinsiyet ve okul türü değişkenine göre farklılık göstermemekte, branş ve kıdem değişkenlerine göre ise bazı boyutlarda farklılık göstermektedir.
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Alternatif Dilde Özet:
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According to literature, educational beliefs emerge on the basis of a person’s educational philosophy. Therefore this study depicts the reconstruction and determination of educational beliefs based on educational philosophies. The study touches upon following educational philosophies which determine educational beliefs: Perennialism, Essentialism, Progressivism, Reconstructionalism and Existentionalism. Once the literature is reviewed, there are few researches on the issue of educational beliefs in Turkey. Some research has been carried out in order to determine opinions with regard to educational philosophy of primary school teachers, prospective teachers and school heads in Turkey. But none of these researches aim at determining educational beliefs of secondary school teachers. This study purposed to determine educational beliefs of teachers working for primary and secondary schools. Furthermore, sub-goals consist of determining whether educational beliefs of teachers differ from variations of gender, school type, branch and seniority or not.
The study was designed with the survey model. The participants are 1,575 teachers in all that 912 primary and 663 secondary school teachers working at the provincial center of Kütahya. The proportional group sampling technique was used in the process of determining the sample. The study sample consists of 379 teachers. The Educational Belief Scale (Yılmaz, Altınkurt and Çokluk 2011) was used as data collection tool in the study. The scale consists of following sub-dimensions: progressivism, existentionalist education, reconstructionalism, perennialism and essentialism. In this study, the Cronbach’s Alpha scale coefficients range from .69 to .86 in sub-scales. The descriptive statistics, t-test and ANOVA were used in data analysis.
The study furtherly consists of educational beliefs of primary and secondary school teachers, as well as comparisons with regarded to certain personal and professional variations. The dimensions in which teachers agreed the most consist of following sub-dimensions, respectively: existentionalism ( =4.28, S=0.61), progressivism ( =4.08, S=0.53), perennialism ( =3.92, S=0.55), Reconstructionalism ( =3.76, S=0.61) and essentialism ( =2.83, S=0.72).
The teachers’ educational beliefs do not differ with variations of gender and school type. The teachers’ educational beliefs get statistically significant in terms of branch in sub-dimensions of perennialism [t(377)=2.18; p<.05] and essentialism [t(377)=1.98; p<.05]. The branch teachers display a higher rate of educational belief in sub-dimensions of both perennialism ( =3.95, S=0.49) and essentialism ( =2.88, S=0.69). There is no difference among educational beliefs of teachers in terms of the branch variation in sub-dimensions of progressivism [t(377)=1.76; p>.05], reconstructionalism [t(377)=0.57; p>.05] and existentionalism.
The teachers’ educational beliefs do not display any difference in terms of seniority in sub-dimensions of perennialism [F(2–376)=1.14; p>0.05], essentialism [F(2–376)=1.37; p>0.05] and reconstructionalism [F(2–376)=1.48; p>0.05]. There is no difference in sub-dimensions of progressivism [F(2–376)=7.76; p<0.05] and existentionalism [F(2–376)=4.04; p<0.05].
This study purposed to determine educational beliefs of teachers working for primary and secondary schools. As part of study, educational beliefs of teachers were initially determined. The dimensions in which teachers agreed the most consisted of following sub-dimensions, respectively: existentionalism, progressivism, perennialism, reconstructionalism and essentialism. The teachers showed a low agreement rate in essentialist educational philosophy with a high agreement rate in other educational philosophies. Although educational beliefs were discussed under different dimensions depending on the scales used in researches, research findings are usually similar to each other. In their researches, Doğanay and Sarı (2003), Duman (2008), Tekin and Üstün (2008) analyzed the educational beliefs under sub-dimensions of existentionalism, empiricism, realism, perennialism and idealism, whereas Çoban analyzed them under following sub-dimensions: empiricism, realism, idealism and perennialism. The educational philosophies of empiricism and realism were adopted the most by teachers, but perennialism and idealism were adopted the least in these researches except the one carried out by Tekin and Üstün (2008), in which educational philosophies of existentionalism and idealism were adopted to a slightest extent.
The teachers’ educational beliefs do not differ with variations of gender and school type. In terms of the branch variation, teachers’ educational beliefs differ in sub-dimensions of perennialism and essentialism. The branch teachers display a higher rate of educational belief in sub-dimensions of both perennialism and essentialism. This finding overlaps with other researches in literature (Doğanay and Sarı 2003; Karadağ, Baloğlu and Kaya 2009). It is considered that the difference might result from secondary school teachers.
In terms of the seniority variation, teachers’ educational beliefs differ in sub-dimensions of progressivism and existentionalism. The teachers with a length of service less than ten years showed a higher agreement rate in educational philosophies of progressivism and existentionalism. Considering the research results, it’s positive that teachers displayed a higher agreement rate in educational philosophies of existentionalism and progressivism.
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