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Bu araştırmanın amacı, öğretmenlerin yansıtıcı düşünme eğilimleri ile öğretmenlik mesleğine yönelik tutumları arasındaki ilişkiyi incelemektir. İlişkisel tarama modelinin kullanıldığı bu araştırma, 338 öğretmen ile yürütülmüştür. Araştırmada “Yansıtıcı Düşünme Eğilimleri Ölçeği” ve “Öğretmenlik Mesleği Tutum Ölçeği” kullanılmıştır. Veriler betimsel istatistikler, fark analizleri, Pearson Çarpım Momentler Korelasyon Katsayısı ve basit doğrusal regresyon analizi ile çözümlenmiştir. Araştırmanın sonucunda, öğretmenlerin yansıtıcı düşünme eğilimlerinin yüksek, öğretmenlik mesleğine yönelik tutumlarının ise çok yüksek düzeyde olduğu belirlenmiştir. Öğretmenlerin mesleğe yönelik tutumları cinsiyete göre anlamlı farklılık göstermezken, kadın öğretmenlerin erkek öğretmenlere kıyasla yansıtıcı düşünme eğilimlerinin daha yüksek düzeyde olduğu ortaya çıkmıştır. Öğretmenlerin yansıtıcı düşünme eğilimleri ile öğretmenlik mesleğine yönelik tutumları arasında orta düzeyde, pozitif ve anlamlı ilişkilerin olduğu saptanmıştır. Ayrıca, öğretmenlerin yansıtıcı düşünme eğilimlerinin mesleğe yönelik tutumlarındaki varyansın yaklaşık olarak dörtte birini açıkladığı sonucuna ulaşılmıştır. Öğretmenlerin mesleğe yönelik olumlu tutum geliştirmelerini sağlamaya yönelik yansıtıcı düşünmelerini geliştirici etkinliklerin düzenlenmesi önerilebilir.
The aim of this research is to study the relationship between the reflective thinking tendencies of teachers and their attitudes towards the teaching profession. The study was conducted by 338 teachers using the Relational Scanning Model. The study used the "Reflective Thought Trends Scale" and the "Teacher's Career Attitude Scale". The data is analyzed with visual statistics, differential analysis, Pearson Collapse Moments Correlation Screening and simple linear regression analysis. The study found that teachers have high reflective thinking tendencies, while their attitudes towards the teaching profession are very high. While teachers’ attitudes towards the profession do not make significant differences from gender to gender, it has been revealed that female teachers have a higher level of reflective thinking than male teachers. It has been found that there are a medium, positive and meaningful relationship between teachers’ reflective thinking tendencies and their attitudes towards the teaching profession. In addition, it has been concluded that teachers’ reflective thinking trends explain about a quarter of the variation in their attitudes towards the profession. It may be recommended to organize developing activities to ensure that teachers think reflective to develop a positive attitude towards the profession.
This study aims to examine the relationship between teachers’ reflective thinking tendencies and their attitudes towards the teaching profession. This study using a correlational survey model was conducted with 338 teachers. “Reflective Thinking Tendencies Scale” and “Teaching Profession Attitude Scale” were used. Data were analyzed with descriptive statistics, differential statistics, Pearson Product Moment Correlation Coefficient and simple linear regression. As a result, it was revealed that teachers’ reflective thinking tendencies are at a high level and their attitudes towards the teaching profession are at a very high level. While the attitudes of the teachers towards the profession did not show a significant difference according to gender, it was concluded that female teachers had higher reflective thinking tendencies than males. A moderate, positive and significant relationship was found between teachers’ reflective thinking tendencies (and the scale’s sub-dimensions of continuous and purposeful thinking, open-mindedness, questioning and effective teaching, teaching responsibility and scientificity, researcher, predictive and sincerity, view towards the profession) and their attitudes towards teaching profession. In addition, it was concluded that teachers’ reflective thinking tendencies explained approximately one-quarter of the variance in their attitudes towards the teaching profession. The activities improving teachers’ reflective thinking can be conducted to develop teachers’ positive attitudes towards the teaching profession.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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