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Bu araştırmanın amacı öğretmenlerin mesleki değerlere sahip olma düzeylerini ve bu değerlere ilişkin görüşlerini belirlemektir. Bu araştırmada karma yöntem desenlerinden açıklayıcı sıralı desen kullanılmıştır. Araştırmanın çalışma grubunu, Türkiye’nin farklı illerinde görev yapmakta olan farklı branşlardan 541 öğretmen oluşturmaktadır. Araştırmada veri toplamak amacıyla ‘’Mesleki Değerler Ölçeği’’ ve “yarı-yapılandırılmış görüşme formu” kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistikler, t testi, ANOVA ve betimsel analiz tekniği kullanılmıştır. Araştırmanın sonucunda, öğretmenlerin farklılıklara saygı duyma mesleki değerine çok yüksek düzeyde sahip oldukları; kişisel ve toplumsal sorumluluk, şiddete karşı olma ve işbirliğine açık olma mesleki değerlerine ise yüksek düzeyde sahip oldukları belirlenmiştir. Öğretmenlerle yapılan görüşmelerde de benzer sonuçlara ulaşılmıştır. Kadın öğretmenlerin şiddete karşı olma ve işbirliğine açık olma değerlerine erkeklere oranla daha yüksek düzeyde sahip oldukları sonucuna ulaşılmıştır. Eğitim fakültesi mezunlarının diğer fakülte mezunlarına göre, ilkokul ve lise kademesinde görev yapan öğretmenlerin ortaokul kademesinde görev yapan öğretmenlere göre, 16 yıl ve üzeri mesleki deneyime sahip olanların 1-5 ve 6-10 yıl mesleki deneyime sahip olanlara göre daha fazla kişisel ve toplumsal sorumluluk sahibi olduklarını ve işbirliğine daha açık olduklarını düşündükleri sonucuna ulaşılmıştır.
The aim of this study is to determine the level of teachers' professional values and their opinions. In this study, exploratory sequential design was used. The study group consists of 541 teachers who work from different branches in different provinces of Turkey. "Professional Values Scale" and "semi-structured interview form" were used for data collection. Descriptive statistics, t test, ANOVA and descriptive analysis were used for data analysis. As a result of the research, it was concluded that teachers have a very high level of professional value of “respect for differences”; they have a high level of professional values that are “personal and social responsibility”, “being against violence” and “being open to cooperation”. Similar results were reached in interviews with teachers. It was concluded that female teachers have higher levels of being against violence and being open to cooperation than men. It was concluded that the faculty of education graduates, the teachers working in primary, high school level and those with professional experience of 16 years and beyond have higher level of personal and social responsibility and are more open to cooperation than those who have 1-5 and 6-10 years professional experience, graduates of other faculties, and who work in secondary school level.
The aim of this study is to determine the level of teachers' professional values and their opinions. In this study, exploratory sequential design was used. The study group consists of 541 teachers who work from different branches in different provinces of Turkey. "Professional Values Scale" and “semi-structured interview form” were used for data collection. Descriptive statistics, t test, ANOVA and descriptive analysis were used for data analysis. As a result of the research, it was concluded that teachers have a very high level of professional value of "respect for differences"; they have high level of professional values that are "personal and social responsibility", "being against violence" and "being open to cooperation". Similar results were reached in interviews with teachers. It was concluded that female teachers have higher levels of being against violence and being open to cooperation than men. It was concluded that faculty of education graduates, the teachers working in primary, high school level and those with professional experience of 16 years and beyond have higher level of personal and social responsibility and are more open to cooperation than those who have 1-5 and 6-10 years professional experience, graduates of other faculties, and who work in secondary school level.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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