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Bu araştırmada lisansüstü öğrenim gören öğretmenlerin lisansüstü eğitime yönelik tutumlarının cinsiyet ve lisansüstü öğrenim durumu değişkenleri açısından değerlendirilmesi amaçlanmıştır. Verilerin elde edilmesinde Lisansüstü Eğitime Yönelik Tutum Ölçeği kullanılmıştır. Araştırmanın katılımcılarını iki farklı yükseköğretim kurumunda öğretmen yetiştirme alanlarında herhangi bir programda yüksek lisans (N=214) veya doktora düzeyinde (N=136) öğrenim gören 350 öğretmen (162’si kadın ve 188’i erkek) oluşturmaktadır. Veriler bağımsız gruplar t-testi, yüzde, standart sapma ve aritmetik ortalama değerleri kullanılarak analiz edilmiştir. Araştırma sonuçları, öğretmenlerin lisansüstü eğitime yönelik tutumlarının olumlu ve yüksek düzeyde olduğunu göstermiştir. Bulgular incelendiğinde erkek öğretmenler lisansüstü eğitimin kariyer gelişimi, akademik özerklik ve profesyonel yetkinlik kazanma konularına katkı sağladığını kadın meslektaşlarına göre daha fazla düşünmektedir. Öte yandan kadın öğretmenlerin erkek meslektaşlarına göre lisansüstü öğrenimlerini iş, çalışma ve sosyal yaşamları ile dengelemede daha fazla zorluk çektiği görülmüştür. Doktora düzeyindeki öğretmenler ise yüksek lisans düzeyindeki meslektaşlarına göre lisans derecesinde kazanılan deneyimlerin mesleki gelişim ihtiyaçlarını karşılama veya uzmanlık yeterliliklerini güçlendirme açısından yeterli olmadığına dolayısıyla bir alanda profesyonel tanınırlığı artırmada lisansüstü yeterliliklerinin de elde edilmesi gerektiğine daha fazla oranda katılmaktadır.
This study aims to evaluate the attitudes of teachers who see postgraduate education towards postgraduate education in terms of gender and postgraduate education status variables. The data was used to obtain the postgraduate education attitude scale. The research participants are 350 teachers (162 women and 188 men) studying in any program in the fields of teaching in two different higher education institutions (N=214) or at the doctoral level (N=136). The data was analyzed using independent groups of t-test, percentage, standard deviation and arithmetic average values. Research results have shown that teachers’ attitudes towards graduate education are positive and high. When the findings are studied, male teachers think more than their colleagues that postgraduate education contributes to the issues of career development, academic autonomy and professional competence gain. On the other hand, female teachers have more difficulties in balancing their postgraduate studies with their work, work and social lives than their male colleagues. Teachers at the doctoral level, compared to their colleagues at the master's level, are more involved in the fact that the experience gained at the bachelor's degree is not sufficient to meet the needs of professional development or to strengthen their professional qualifications; therefore, their postgraduate qualifications should also be obtained in increasing professional recognition in a field.
The aim of this study was to explore the attitudes of registered teachers towards postgraduate study in terms of their gender and postgraduate degree variables. Data were collected through the use of the Attitudes Towards Postgraduate Education Scale. The sample was made up of a total of 350 teachers (162 women and 188 men) who were studying at Master's level (N=214) or Ph.D. level (N=136) in the Teacher Training Programs in the education institutes of two universities in Turkey. Data were analyzed using the two‐sample (independent groups) t‐test, percentages, standard deviations, and means. The results showed that teachers' attitudes toward postgraduate studies were positive in terms of the level of agreement. The male teachers were more in agreement with the view that postgraduate study contributes to career development, academic autonomy and professional competence than were their female colleagues. On the other hand, the female teachers found that they encountered more difficulties in balancing their postgraduate studies and research with their family, work and social life whilst undertaking or completing their postgraduate degree than did their male counterparts. Another finding of this current study was that the teachers studying at the Ph.D. level were more in agreement than were those studying at the Master's level that the qualifications gained at the undergraduate level were not sufficient for meeting the professional development demands and needs, or for strengthening their professional competence. Consequently, they felt that postgraduate qualifications should be acquired in order to increase professional recognition in the field and their profession.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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