Atıf Sayısı
50
Görüntüleme
83
İndirme
43
The purpose of this study is to determine the relationship between educational beliefs and learner autonomy support behaviors of primary, secondary and high school teachers. A survey research method was employed this study. The sample of the study consisted of teachers who work in the Sandıklı district. The disproportionate cluster sampling technique was used in determining the sample. Accordingly, the data was collected from 248 teachers including 93 primary school teachers, 77 secondary school teachers and 78 high school teachers. In the study "Education Belief Scale (EBS)" and "Learner Autonomy Support Scale (LASS)" were used as the data collection tools. To analyze the data, descriptive statistics, t-test, ANOVA and correlation analysis were used. According to the research results, the dimensions of educational beliefs of teachers which teachers showed the highest attendance are existentialism, re-constructionism, progressivism, perennialism, and essentialism sub-dimensions respectively. Teachers found the learner autonomy support behaviors are required in high level and to exhibit these behaviors is close to the middle level. Teachers find thoughts and feelings are most required among the autonomy support dimensions and exhibit them. This dimension is followed by the learning process support and the assessment support dimensions respectively. The findings obtained from the research show that there is a significant relationship between educational beliefs and learner autonomy support behaviors of teachers.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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