Organizational and Professional Socialization Experiences of Special Education Teachers

Mehmet Mazlum

Makale detayları

Organizational and Professional Socialization Experiences of Special Education Teachers

Yazarlar:

Mehmet Mazlum

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Eğitim Yönetimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.97-120

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346319

pISSN:

1305-2020

Anahtar kelimeler:

Özet:

 In its broadest sense, organizational socialization refers to an individuals comprehensive understanding of organizational roles, relationships, and practices within an organization. Professional socialization, however, involves the acquisition of the culture, knowledge, skills, and dispositions necessary for an individual to integrate into a profession. This study, conducted using qualitative methods, aims to examine the organizational and professional socialization experiences of special education teachers. The study sample consists of 16 participants, with four teachers representing each branch of autism, intellectual disability, visual impairment, and hearing impairment. Data were collected through individual interviews and subjected to descriptive analysis. The findings indicate that special education teachers predominantly adopt a utilitarian approach, influenced by external factors. They appear to be significantly distant from a mindset that would integrate them with their profession in the long term, making it a part of their lives. Despite consulting their close circles, other institutions, and online resources before entering the profession, teachers strongly experience feelings of loneliness, anxiety, alienation, and helplessness in the early years of their careers. It is evident that teachers are left to their personal efforts to overcome these negative emotions. During the socialization process, teachers expectations are directed more towards the schools where they work rather than towards the Ministry or individual initiatives. To ensure a successful socialization process for special education teachers, comprehensive practices focusing on the Ministry and the Higher Education Council, along with school-centered initiatives, particularly during the early years of their careers, should be prioritized.

 In its broadest sense, organizational socialization refers to an individuals comprehensive understanding of organizational roles, relationships, and practices within an organization. Professional socialization, however, involves the acquisition of the culture, knowledge, skills, and dispositions necessary for an individual to integrate into a profession. This study, conducted using qualitative methods, aims to examine the organizational and professional socialization experiences of special education teachers. The study sample consists of 16 participants, with four teachers representing each branch of autism, intellectual disability, visual impairment, and hearing impairment. Data were collected through individual interviews and subjected to descriptive analysis. The findings indicate that special education teachers predominantly adopt a utilitarian approach, influenced by external factors. They appear to be significantly distant from a mindset that would integrate them with their profession in the long term, making it a part of their lives. Despite consulting their close circles, other institutions, and online resources before entering the profession, teachers strongly experience feelings of loneliness, anxiety, alienation, and helplessness in the early years of their careers. It is evident that teachers are left to their personal efforts to overcome these negative emotions. During the socialization process, teachers expectations are directed more towards the schools where they work rather than towards the Ministry or individual initiatives. To ensure a successful socialization process for special education teachers, comprehensive practices focusing on the Ministry and the Higher Education Council, along with school-centered initiatives, particularly during the early years of their careers, should be prioritized.

 In its broadest sense, organizational socialization refers to an individuals comprehensive understanding of organizational roles, relationships, and practices within an organization. Professional socialization, however, involves the acquisition of the culture, knowledge, skills, and dispositions necessary for an individual to integrate into a profession. This study, conducted using qualitative methods, aims to examine the organizational and professional socialization experiences of special education teachers. The study sample consists of 16 participants, with four teachers representing each branch of autism, intellectual disability, visual impairment, and hearing impairment. Data were collected through individual interviews and subjected to descriptive analysis. The findings indicate that special education teachers predominantly adopt a utilitarian approach, influenced by external factors. They appear to be significantly distant from a mindset that would integrate them with their profession in the long term, making it a part of their lives. Despite consulting their close circles, other institutions, and online resources before entering the profession, teachers strongly experience feelings of loneliness, anxiety, alienation, and helplessness in the early years of their careers. It is evident that teachers are left to their personal efforts to overcome these negative emotions. During the socialization process, teachers expectations are directed more towards the schools where they work rather than towards the Ministry or individual initiatives. To ensure a successful socialization process for special education teachers, comprehensive practices focusing on the Ministry and the Higher Education Council, along with school-centered initiatives, particularly during the early years of their careers, should be prioritized.

 En genel tanımıyla örgütsel sosyalleşme; örgütteki bireyin örgütsel rolleri, örgüte ait ilişkileri ve uygulamaları çok yönlü olarak kavramasıdır. Mesleki sosyalleşme ise bireyin, mesleğin bir parçası olmak adına ihtiyaç duyduğu kültürü, bilgi, beceri ve eğilimleri öğrenmesidir. Nitel yöntemlerle yürütülen bu çalışmanın amacı, özel eğitim öğretmenlerinin örgütsel ve mesleki sosyalleşme yaşantılarını incelemektir. Araştırmanın çalışma grubu; otizm spektrum bozukluğu, zihin, görme ve işitme yetersizliği branşlarının her biri için dörder öğretmen olmak üzere toplam 16 katılımcıdan oluşmaktadır. Araştırma verileri bireysel görüşmeler yoluyla toplanmış ve betimsel analize tabi tutulmuştur. Bulgulara göre özel eğitim öğretmenlerinin daha çok faydacı bir yaklaşımla ve dışsal faktörlerin etkisiyle harekete geçtikleri; kendilerini uzun vadeli olarak meslekle bütünleştirmedikleri ve bu mesleği hayatlarının temel bir parçası haline getirmedikleri görülmüştür. Öğretmenler mesleğe başlamadan önce yakın çevrelerine, diğer kurumlara ve internet kaynaklarına başvursalar da mesleğin ilk yıllarında yalnızlık, tedirginlik, yabancılaşma ve çaresizlik duygularını güçlü şekilde hissetmektedirler. Bu olumsuz duyguları aşma konusunda ise öğretmenlerin kendi kişisel çabalarına terk edildiği anlaşılmaktadır. Sosyalleşme sürecinde öğretmenlerin beklentileri Bakanlık ve bireysel girişimlerden ziyade görev yaptıkları okula yöneliktir. Özel eğitim öğretmenlerinin başarılı bir sosyalleşme süreci geçirmeleri adına Bakanlık ve Yükseköğretim Kurulu odaklı bütüncül uygulamaların yanı sıra özellikle mesleğin ilk yıllarında, görev yapılan okul odaklı girişimlerin ön planda tutulması önerilebilir.

Makale detayları

Organizational and Professional Socialization Experiences of Special Education Teachers

Yazarlar:

Mehmet Mazlum

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Eğitim Yönetimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.97-120

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346319

pISSN:

1305-2020

Organizational socialization

professional socialization

special education teacher.Örgütsel sosyalleşme

mesleki sosyalleşme

özel eğitim öğretmeni

Sayı

Makale detayları

Organizational and Professional Socialization Experiences of Special Education Teachers

Yazarlar: Mehmet Mazlum

Yayıncı: Van Yuzuncu Yıl University

Ana Başlıklar: Eğitim Yönetimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.97-120

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001346319

pISSN: 1305-2020

Organizational socialization

professional socialization

special education teacher.Örgütsel sosyalleşme

mesleki sosyalleşme

özel eğitim öğretmeni

Sayı

Yazarlar:

Mehmet Mazlum

Yayıncı:

Van Yuzuncu Yıl University

Ana Başlıklar:

Eğitim Yönetimi | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.22 Issue 1, pp.97-120

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346319

pISSN:

1305-2020