The Relationship Between Teachers' Psychological Resilience Levels and Lifelong Learning Competencies During the Pandemic

Metin Özsoy; Osman Nejat Akfırat

Makale detayları

The Relationship Between Teachers' Psychological Resilience Levels and Lifelong Learning Competencies During the Pandemic

Yazarlar:

Metin Özsoy | Osman Nejat Akfırat

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Hayat Boyu Öğrenme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1770-1790

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325696

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 This study aims to examine the relationship between the variables of psychological resilience and lifelong learning competencies of teachers working during the pandemic. The research was conducted with 414 teachers who continue to work in Tuzla district of Istanbul province. Lifelong Learning Key Competencies Scale and Adult Psychological Resilience Scale were used as data collection tools. In data analysis, t-test, ANOVA, correlation and regression were applied. Nonparametric tests were used for sub-dimensions that did not show normal distribution. The results showed that the psychological resilience and lifelong learning competence levels of the people who continue their teaching profession are in good condition, and that factors such as education level and history of participation in professional studies affect these competencies. In terms of psychological resilience, the effect of age and marital status was determined. In addition, it was found that there was a significant correlational relationship between teachers lifelong learning competencies and their psychological resilience and that teachers lifelong learning competence levels predicted their psychological resilience levels according to regression analysis. Lifelong learning competence can be characterized as a protective factor for teachers psychological resilience. The results of the study were discussed in accordance with the related literature. Considering that the concept of psychological resilience has gained great importance in todays world, it is very important to add new ones to the existing protective factors scientifically. In this context, suggestions are listed.

 This study aims to examine the relationship between the variables of psychological resilience and lifelong learning competencies of teachers working during the pandemic. The research was conducted with 414 teachers who continue to work in Tuzla district of Istanbul province. Lifelong Learning Key Competencies Scale and Adult Psychological Resilience Scale were used as data collection tools. In data analysis, t-test, ANOVA, correlation and regression were applied. Nonparametric tests were used for sub-dimensions that did not show normal distribution. The results showed that the psychological resilience and lifelong learning competence levels of the people who continue their teaching profession are in good condition, and that factors such as education level and history of participation in professional studies affect these competencies. In terms of psychological resilience, the effect of age and marital status was determined. In addition, it was found that there was a significant correlational relationship between teachers lifelong learning competencies and their psychological resilience and that teachers lifelong learning competence levels predicted their psychological resilience levels according to regression analysis. Lifelong learning competence can be characterized as a protective factor for teachers psychological resilience. The results of the study were discussed in accordance with the related literature. Considering that the concept of psychological resilience has gained great importance in todays world, it is very important to add new ones to the existing protective factors scientifically. In this context, suggestions are listed.

 This study aims to examine the relationship between the variables of psychological resilience and lifelong learning competencies of teachers working during the pandemic. The research was conducted with 414 teachers who continue to work in Tuzla district of Istanbul province. Lifelong Learning Key Competencies Scale and Adult Psychological Resilience Scale were used as data collection tools. In data analysis, t-test, ANOVA, correlation and regression were applied. Nonparametric tests were used for sub-dimensions that did not show normal distribution. The results showed that the psychological resilience and lifelong learning competence levels of the people who continue their teaching profession are in good condition, and that factors such as education level and history of participation in professional studies affect these competencies. In terms of psychological resilience, the effect of age and marital status was determined. In addition, it was found that there was a significant correlational relationship between teachers lifelong learning competencies and their psychological resilience and that teachers lifelong learning competence levels predicted their psychological resilience levels according to regression analysis. Lifelong learning competence can be characterized as a protective factor for teachers psychological resilience. The results of the study were discussed in accordance with the related literature. Considering that the concept of psychological resilience has gained great importance in todays world, it is very important to add new ones to the existing protective factors scientifically. In this context, suggestions are listed.

 Bu araştırma, pandemi sürecinde görev yapan öğretmenlerin psikolojik sağlamlıkları ve hayat boyu öğrenme yeterlilikleri değişkenleri arasında bulunan ilişkiyi incelemeyi amaçlamaktadır. Araştırma İstanbul ili Tuzla ilçesinde görevine devam eden 414 öğretmenle gerçekleştirilmiştir. Veri toplama aracı olarak Yaşam Boyu Öğrenme Anahtar Yeterlikleri Ölçeği ve Yetişkin Psikolojik Sağlamlık Ölçeği kullanılmıştır. Veri analizinde t testi, ANOVA, korelasyon ve regresyon uygulanmıştır. Normal dağılım göstermeyen alt boyutlar için parametrik olmayan testler kullanılmıştır. Ulaşılan sonuçlar, öğretmenlik mesleğine devam eden kişilerin psikolojik sağlamlıklarının ve hayat boyu öğrenme yeterlilik düzeylerinin iyi durumda olduğunu göstermiş, eğitim düzeyi ve mesleki çalışmalara katılım geçmişi gibi faktörlerin bu yeterlikleri etkilediğini ortaya koymuştur. Psikolojik sağlamlık açısından yaş ve medeni durumun etkisi belirlenmiştir. Ayrıca, öğretmenlerin hayat boyu öğrenme yeterlilikleri ile psikolojik sağlamlıkları arasında korelasyonel olarak anlamlı bir ilişki olduğu ve regresyon analizine göre öğretmenlerin hayat boyu yeterlilik düzeylerinin psikolojik sağlamlık düzeylerini yordadığı tespit edilmiştir. Hayat boyu öğrenme yeterliliği öğretmenler için psikolojik sağlamlıkları adına koruyucu bir faktör olarak nitelenebilir. Araştırmadan elde edilen sonuçlar, ilgili alan yazınıyla uyumlu olarak tartışılmıştır. Psikolojik sağlamlık kavramının günümüz dünyasında büyük önem kazandığı göz önüne alındığında mevcut koruyucu faktörlere bilimsel olarak yenilerini ekleyebilmek oldukça önemlidir. Öğretmenlere yönelik eğitim programları ve faaliyetler, öğretmenlerin hayat boyu öğrenme becerilerini desteklemeye yönelik olarak tasarlanması ve uygulanması öneri olarak sunulabilir.

Makale detayları

The Relationship Between Teachers' Psychological Resilience Levels and Lifelong Learning Competencies During the Pandemic

Yazarlar:

Metin Özsoy | Osman Nejat Akfırat

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Hayat Boyu Öğrenme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1770-1790

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325696

pISSN:

1303-0493

Lifelong Learning

Psychological Resilience

COVID-19

Protective FactorHayat Boyu Öğrenme

Psikolojik Sağlamlık

COVID-19

Koruyucu Faktör

Sayı

Makale detayları

Yazarlar: Metin Özsoy | Osman Nejat Akfırat

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Hayat Boyu Öğrenme

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1770-1790

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325696

pISSN: 1303-0493

Sayı

Yazarlar:

Metin Özsoy | Osman Nejat Akfırat

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Hayat Boyu Öğrenme

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1770-1790

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325696

pISSN:

1303-0493