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Amaç: Bu çalışmanın amacı, sınıf öğretmenlerinin yabancı uyruklu öğrencilere yönelik tutumları ile kültürlerarası duyarlılık düzeyi arasındaki ilişkiyi incelemektir. Yöntem: Araştırmada nicel araştırma yaklaşımı benimsenmiş ve tarama modeli kullanılmıştır. Veri toplama aracı olarak “Kültürlerarası Duyarlılık Ölçeği”, “Mülteci Öğrenci Tutum Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Araştırmanın evrenini, 2018-2019 eğitim öğretim yılı bahar döneminde Şanlıurfa il merkezinde görev yapan sınıf öğretmenleri, örneklemini ise bu öğretmenlerden seçilmiş 355 sınıf öğretmeni oluşturmaktadır. Örneklem seçiminde amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Elde edilen veriler istatistik programı ile analiz edilmiş, bağımsız gruplar t testi, tek yönlü varyans analizi (ANOVA) ve korelasyon analizi yapılmıştır. Bulgular: İletişim, Uyum, Yeterlik boyutlarında “çoğunlukla katılıyorum” düzeyinde; kültürlerarası duyarlılık puanlarının ise Kültürlerarası Etkileşimden Hoşlanma ve Kültürlerarası Etkileşimde Özgüven boyutlarında “çok yüksek”; Kültürlerarası Etkileşime Katılım, Kültürel Farklılıklara Saygı, Kültürlerarası Etkileşimden Özen ve Kültürlerarası Duyarlılık Ölçek Toplam Puanında “yüksek” düzeyde çıktığı sonucuna varılmıştır. Ayrıca öğretmenlerin yabancı uyruklu öğrencilere yönelik tutumları ile kültürlerarası duyarlılıkları arasındaki pozitif yönde ve orta düzeyde ilişkinin olduğu tespit edilmiştir. Sonuçlar ve Öneriler: Araştırmanın sonuçlarında sınıf öğretmenlerinin yabancı uyruklu öğrencilere yönelik tutumlarının ve kültürlerarası duyarlılıklarının yüksek olduğu görülmüştür. Farklı illerde, farklı araştırma yaklaşım ve modellerinde araştırma tekrarlanabilir.
Purpose: The aim of this study is to investigate the relationship between elementary school teachers’ attitudes towards foreign students and the level of intercultural sensitivity. Design & Methodology: Quantitative research approach was adopted and survey model was used in the research. "Intercultural Sensitivity Scale", "Refugee Student Attitude Scale" and "Personal Information Form" were used as data collection tools. The universe of the study consists of elementary school teachers who work in Sanlıurfa city center in the spring term of 2018-2019 academic year. The criterion sampling method, one of the purposeful sampling methods, was used in sample selection and 355 elementary school teachers selected from these teachers. The data obtained were analyzed with statistics program and independent groups t test, one way analysis of variance (ANOVA) and correlation analysis were performed. Findings: According to the results obtained from the findings, the attitudes of the elementary school teachers towards foreign students were at the level of "mostly agree" in Communication, Adaptation and Competence dimensions; intercultural sensitivity scores were "very high" in the likelihood of Intercultural Interaction and Self-Confidence in Intercultural Interaction; Participation in Intercultural Interaction, Respect for Cultural Differences, Attention to Intercultural Interaction and Intercultural Sensitivity Scale Total Score were found to be "high". In addition, a positive and medium level relationship was found between the attitudes of teachers towards foreign students and their intercultural sensitivity. Implications & Suggestions: In the results of the study, it was seen that the attitudes of the elementary teachers towards foreign students and their intercultural sensitivity are high. Research can be repeated in different provinces, in different research approaches and models.
Purpose: The aim of this study is to investigate the relationship between elementary school teachers' attitudes towards foreign students and the level of intercultural sensitivity. Design & Methodology: Quantitative research approach was adopted and survey model was used in the research. “Intercultural Sensitivity Scale”, “Refugee Student Attitude Scale” and “Personal Information Form” were used as data collection tools. The universe of the study consists of elementary school teachers who work in Şanlıurfa city center in the spring term of 2018-2019 academic year. The criterion sampling method, one of the purposeful sampling methods, was used in sample selection and 355 elementary school teachers selected from these teachers. The data obtained were analyzed with statistics program and independent groups t test, one way analysis of variance (ANOVA) and correlation analysis were performed. Findings: According to the results obtained from the findings, the attitudes of the elementary school teachers towards foreign students were at the level of “mostly agree” in Communication, Adaptation and Competence dimensions; intercultural sensitivity scores were “very high” in the likelihood of Intercultural Interaction and Self-Confidence in Intercultural Interaction; Participation in Intercultural Interaction, Respect for Cultural Differences, Attention to Intercultural Interaction and Intercultural Sensitivity Scale Total Score were found to be “high”. In addition, a positive and medium level relationship was found between the attitudes of teachers towards foreign students and their intercultural sensitivity. Implications & Suggestions: In the results of the study, it was seen that the attitudes of the elementary teachers towards foreign students and their intercultural sensitivity are high. Research can be repeated in different provinces, in different research approaches and models.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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