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Bu çalışmanın amacı sınıf öğretmenlerinin düşünme becerisi öğretimine yönelik özyeterlik algılarının belirlenmesidir. Araştırmanın örneklemini 2015-2016 eğitim-öğretim yılında Elazığ ilinde yer alan beş farklı eğitim bölgesinden 186 sınıf öğretmeni oluşturmaktadır. Her eğitim bölgesinden iki okul çalışma için seçilmiştir. Çalışmada veri toplama aracı olarak Dilekli ve Tezci (2015) tarafından geliştirilen “Öğretmenlerin Düşünme Becerilerinin Öğretimine Yönelik Özyeterlik Algısı Ölçeği” (DBÖA) kullanılmıştır. Ölçek sekiz maddeden oluşan “akademik yetkinlik”, sekiz maddeden oluşan “uygulama” ve dört maddeden oluşan “tasarlama” alt boyutlarından meydana gelmektedir. Toplam 20 maddeden oluşan ölçeğin geneline yönelik olarak hesaplanan Alpha güvenirlik katsayısı ise .95’tir. Öğretmenlerin düşünme becerilerinin öğretimine yönelik özyeterlik algıları cinsiyet, eğitim durumu, mezun olunan okul/fakülte ve mesleki kıdem değişkenlerine göre değerlendirilmiştir. Ölçekten elde edilen verilerin analizinde bağımsız gruplar t-testi, Kruskal Wallis H, Mann Whitney U ve tek yönlü varyans analizi (ANOVA) istatistik teknikleri kullanılmıştır. Araştırmadan elde edilen bulgulara göre hem kadın hem de erkek öğretmenlerin düşünme becerisi öğretimine yönelik özyeterlik algı düzeylerinin yeterli olduğu sonucuna ulaşılmıştır. Yüksek lisans mezunu öğretmenlerin düşünme becerisi öğretimine yönelik özyeterlik algıları lisans mezunu öğretmenlere göre daha fazla olduğu sonucuna ulaşılmıştır. Ayrıca en yüksek özyeterlik algısı 1-5 yıl mesleki kıdeme sahip öğretmenlerde görülürken en az özyeterlik algısının 21 ve üzeri yıl mesleki kıdeme sahip öğretmenlerde olduğu belirlenmiştir.
The purpose of this study is to determine the perceptions of self-sufficiency towards the teaching of classmates' thinking skills. The examples of the study consist of 186 class teachers from five different educational areas located in the Elazığ province in the 2015-2016 educational year. Two schools from each educational area are selected for study. The study has been used as a data collection tool, developed by Wisheli and Tezci (2015) as the "Scientific Perception Measurement for Teaching Teachers' Thinking Skills" (DBÖA). The scale consists of the "academic competence" consisting of eight matters, the "application" consisting of eight matters and the "design" consisting of four matters. The Alpha reliability ratio calculated for the overall scale of a total of 20 substances is .95. The perceptions of self-sufficiency for teaching teachers' thinking skills have been assessed by gender, educational status, graduated school/faculty and professional age variables. The analysis of the scale data has used independent groups t-test, Kruskal Wallis H, Mann Whitney U and one-way variance analysis (ANOVA) statistical techniques. The findings obtained from the study have found that both female and male teachers have sufficient levels of self-perception to teach their thinking skills. The master’s graduate teachers have achieved that the perceptions of self-sufficiency towards teaching their thinking skills are greater than the graduate teachers. The highest perception of self-sufficiency is also identified in teachers with 1-5 years of professional age, while the minimum perception of self-sufficiency is determined in teachers with 21 years of professional age and above.
The aim of the study is to determine self-efficacy perceptions of the primary school teachers towards teaching thinking skills. The sample of the study consists of 186 primary school teachers working at five different educational districts of Elazığ city in 2015- 2016 academic year. Two schools from each educational districts were selected for the study. “Teachers' Self-Efficacy Towards Teaching Thinking Skills Scale” prepared by Dilekli and Tezci (2015) was used as data collection tool in the study. The scale consists of the sub dimensions; “academic competence” consisting of eight items, “practice” consisting of eight items and “designing” consisting of four items. The alpha reliability coefficient was .95. for the overall scale consisting of 20 items. Self-efficacy perceptions of teachers' towards teaching thinking skills were evaluated according to teachers’gender, educational status, graduated school / faculty and professional seniority variables. Independent groups t-test, Kruskal Wallis H, Mann Whitney U and one way ANOVA statistical techniques were used were used for the analysis of the data. According to the findings of the research, it was concluded that both male and female teachers had sufficient levels of the self-efficacy perception towards teaching thinking skills. The level of master graduated teachers' self-efficacy perceptions towards teaching thinking skills is higher than the level of graduated teachers’. Also it was determined that the highest self-efficacy perception was observed for the teachers with 1-5 years of professional seniority, and the least self-efficacy perception was observed for the teachers with 21 years and over of professional seniority.
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