Abstract:

The present study is a quantitative study conducted to find out teachers’ levels of regulating outdoor learning. In accordance with the nature of quantitative studies, the present study was designed in a relational survey design, which is one of the multi-survey models. A total of 293 teachers working in different branches in elementary and secondary schools which were state and private schools affiliated to the Ministry of National Education participated in the study. “Outdoor Learning Regulation Scale” developed by Bolat & Köroğlu (2020) was used in the study as data collection tool. In the study, teachers’ levels of regulating outdoor learning were evaluated in terms of their genders, branches, states of previously having received online or face-to-face training on outdoor learning, states of making use of environments outside of school while teaching, the places teachers spent their childhoods and the places teachers taught. The data obtained in the study were analyzed by using SPSS 22.0 program. The data were analyzed with descriptive statistics, independent samples t test and independent samples one-way ANOVA. In line with the data obtained, it was concluded that there were no differences between teachers’ regulating outdoor learning levels in terms of their gender, branch, places where they spent their childhood and the places they taught; while there were differences between their regulating outdoor learning levels in terms of their states of having received online or face-to-face education on outdoor learning and their states of using outdoor environments while teaching.

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