The Causes and Consequences of Reality Shock Experienced by Teachers

Ender Kazak; Şevval Kübra Yavuz

Makale detayları

The Causes and Consequences of Reality Shock Experienced by Teachers

Yazarlar:

Ender Kazak | Şevval Kübra Yavuz

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.241-267

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316761

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 This study aims to identify the causes and consequences of the reality shock experienced by teachers. The participants of the study consisted of 14 teachers from different branches working in public middle schools in the city center of Düzce province, Türkiye, in the 2022-2023 academic year. Criterion sampling technique, one of the purposeful sampling techniques, was used to determine the participants. The study was conducted in a basic qualitative research design. Data were collected through open-ended questions and the content analysis technique was used to analyze the data. According to the results, it was observed that teachers experienced reality shock due to parents, colleagues, school management, students, and teachers inexperience. Our results revealed that the reflections of reality shock on psycho-social experiences are professional and personal. These are situations such as disappointment, disillusionment with the profession, inadequacy for students in professional, social and psychological terms, and being influenced by student cases. The sub-theme of individual and professional reflections on reality shock was formed in terms of teachers and curriculum change. Learning from inexperience, not being able to socialize, and feeling of burnout are among the results of these reflections. Considering the reality shock that teachers face in the first years of their profession, it is suggested that undergraduate teacher education programs, the internship period, and candidacy education in the first year of teaching should be reviewed.

 This study aims to identify the causes and consequences of the reality shock experienced by teachers. The participants of the study consisted of 14 teachers from different branches working in public middle schools in the city center of Düzce province, Türkiye, in the 2022-2023 academic year. Criterion sampling technique, one of the purposeful sampling techniques, was used to determine the participants. The study was conducted in a basic qualitative research design. Data were collected through open-ended questions and the content analysis technique was used to analyze the data. According to the results, it was observed that teachers experienced reality shock due to parents, colleagues, school management, students, and teachers inexperience. Our results revealed that the reflections of reality shock on psycho-social experiences are professional and personal. These are situations such as disappointment, disillusionment with the profession, inadequacy for students in professional, social and psychological terms, and being influenced by student cases. The sub-theme of individual and professional reflections on reality shock was formed in terms of teachers and curriculum change. Learning from inexperience, not being able to socialize, and feeling of burnout are among the results of these reflections. Considering the reality shock that teachers face in the first years of their profession, it is suggested that undergraduate teacher education programs, the internship period, and candidacy education in the first year of teaching should be reviewed.

 This study aims to identify the causes and consequences of the reality shock experienced by teachers. The participants of the study consisted of 14 teachers from different branches working in public middle schools in the city center of Düzce province, Türkiye, in the 2022-2023 academic year. Criterion sampling technique, one of the purposeful sampling techniques, was used to determine the participants. The study was conducted in a basic qualitative research design. Data were collected through open-ended questions and the content analysis technique was used to analyze the data. According to the results, it was observed that teachers experienced reality shock due to parents, colleagues, school management, students, and teachers inexperience. Our results revealed that the reflections of reality shock on psycho-social experiences are professional and personal. These are situations such as disappointment, disillusionment with the profession, inadequacy for students in professional, social and psychological terms, and being influenced by student cases. The sub-theme of individual and professional reflections on reality shock was formed in terms of teachers and curriculum change. Learning from inexperience, not being able to socialize, and feeling of burnout are among the results of these reflections. Considering the reality shock that teachers face in the first years of their profession, it is suggested that undergraduate teacher education programs, the internship period, and candidacy education in the first year of teaching should be reviewed.

 Bu çalışmanın amacı, öğretmenlerin yaşadıkları gerçeklik şokunun neden ve sonuçlarını anlamaya çalışmaktır. Araştırmanın çalışma grubunu, 2022-2023 eğitim öğretim yılında Düzce il merkezindeki resmi ortaokul kurumlarında çalışan farklı branşlardaki 14 öğretmen oluşturmaktadır. Çalışma grubunu belirlenirken amaçlı örneklem tekniklerinden ölçüt örnekleme tekniği kullanılmıştır. Çalışma, temel nitel araştırma deseninde yürütülmüştür. Veriler açık uçlu sorular yoluyla toplanmış ve verilerin analiz edilirken içerik analizi tekniği kullanılmıştır. Ulaşılan sonuçlara göre öğretmenlerin, veli kaynaklı, meslektaş ve okul yönetimi kaynaklı, öğrenci kaynaklı, öğretmenin tecrübesizliğinden kaynaklı gerçeklik şoku yaşadıkları görülmüştür. Gerçeklik şokunun psiko-sosyal yaşantılara yansımaları, mesleki yönden ve kişisel yönden oluşmuştur. Bunlar, hayal kırıklığı, meslekten soğuma, mesleki, sosyal ve psikolojik anlamda öğrenciye yetememek, öğrenci vakalarının etkisinde kalmak gibi durumlardır. Gerçeklik şokunun bireysel ve mesleki yansımaları alt teması, öğretmen yönünden ve öğretim programı değişikliği yönünden oluşturulmuştur. Deneyimsizliklerden ders çıkarma, sosyalleşememe, tükenmişlik hissi bu yansımaların sonuçlarındandır. Öğretmenlerin, mesleğin ilk yıllarında karşılaştıkları gerçeklik şoku dikkate alınarak, lisans eğitiminde, staj döneminde, adaylık eğitiminde uygulanan programların gözden geçirilmesi önerilmiştir.

Makale detayları

The Causes and Consequences of Reality Shock Experienced by Teachers

Yazarlar:

Ender Kazak | Şevval Kübra Yavuz

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.241-267

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316761

pISSN:

2667-6788

First year of teaching

Reality shock

School

TeacherGerçeklik şoku

Öğretmenliğin ilk yılı

Öğretmen

Okul

Sayı

Makale detayları

Yazarlar: Ender Kazak | Şevval Kübra Yavuz

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.241-267

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001316761

pISSN: 2667-6788

Sayı

Yazarlar:

Ender Kazak | Şevval Kübra Yavuz

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.37 Issue 1, pp.241-267

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001316761

pISSN:

2667-6788