Öğretmenlerin ve Öğretmen Adaylarının Özdüzenleme Stratejilerinin Cinsiyet ve Alan Değişkenleri Açısından İncelenmesi
Özet
Bu çalışma, Zimmerman’ın döngüsel özdüzenleme modeline dayanarak öğretmenlerin ve öğretmen adaylarının özdüzenleme stratejilerini grup, cinsiyet ve alan (biyoloji, fizik, kimya) değişkenleri açısından incelemeyi amaçlamaktadır. Nicel tarama modelinde tasarlanan araştırmanın örneklemini Türkiye’deki ortaöğretim kurumlarında görev yapan 132 öğretmen ile eğitim fakültelerinde öğrenim gören 613 öğretmen adayı oluşturmaktadır. Özdüzenleme stratejilerinin hem öğrencilerin akademik başarısı hem de öğretmenlerin mesleki gelişimi açısından kritik önem taşıdığı vurgulanmaktadır. Veriler, dokuz alt boyuttan oluşan “Öğretmen Özdüzenleme Ölçeği” kullanılarak toplanmış ve çok değişkenli varyans analizi (MANOVA) yöntemiyle analiz edilmiştir. Araştırma bulgularına göre, öğretmenler ve öğretmen adaylarının puan ortalamaları arasında yalnızca hedef belirleme alt boyutunda öğretmen adayları lehine istatistiksel olarak anlamlı bir farklılık tespit edilirken, diğer alt boyutlarda anlamlı bir fark bulunmamıştır. Cinsiyet değişkeni açısından yapılan incelemede; hedef belirleme, içsel ilgi, özyönlendirme ve özdeğerlendirme boyutlarında kadınlar lehine, duygusal kontrol boyutunda ise erkekler lehine anlamlı farklılıklar belirlenmiştir. Alan (bölüm) değişkenine göre ise biyoloji, fizik ve kimya alanları arasında özdüzenleme stratejileri bakımından anlamlı bir farklılık görülmemiştir. Elde edilen sonuçlar doğrultusunda, özdüzenleme süreçlerinin bütünsel olarak incelenmesine yönelik nitel araştırmaların planlanması, farklı öğretmen gruplarının sürece dâhil edilmesi ve öğretmen eğitimi programlarında özdüzenlemeli öğrenme ortamlarının geliştirilmesi önerilmektedir.
This study aims to examine the self-regulation strategies of teachers and pre-service teachers in terms of group, gender, and field (biology, physics, chemistry) variables, based on Zimmerman’s cyclical model of self-regulation. Designed as a quantitative survey study, the sample consists of 132 teachers working in secondary education institutions in Turkey and 613 pre-service teachers studying in faculties of education. It is emphasized that self-regulation strategies carry critical importance for both student academic achievement and teachers' professional development. Data were collected using the "Teacher Self-Regulation Scale," consisting of nine sub-dimensions, and analyzed using multivariate analysis of variance (MANOVA). According to the research findings, a statistically significant difference was identified between the mean scores of teachers and pre-service teachers only in the goal-setting sub-dimension in favor of pre-service teachers, whereas no significant difference was found in the other sub-dimensions. Regarding gender, significant differences were identified in favor of females in goal setting, intrinsic interest, self-direction, and self-evaluation, and in favor of males in emotional control. Concerning the field (department) variable, no significant difference in self-regulation strategies was observed among biology, physics, and chemistry fields. In light of the results, it is recommended to plan qualitative studies to comprehensively examine self-regulation processes, include different teacher groups, and develop self-regulated learning environments in teacher education programs.
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