Examining the Relationship between 21st Century Skills and Individual Career Management Perceptions of Secondary School Teachers

Ayşe Akar Elekoğlu; Murat Ince; Cevat Eker

Makale detayları

Examining the Relationship between 21st Century Skills and Individual Career Management Perceptions of Secondary School Teachers

Yazarlar:

Ayşe Akar Elekoğlu | Murat Ince | Cevat Eker

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 2, pp.121-144

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309228

pISSN:

2148-2888

Anahtar kelimeler:

Özet:

 The aim of the study is to examine the relationship between secondary school teachers 21st century skills and their perceptions of individual career management. Secondary school teachers 21st century skills and perceptions of individual career management were compared in terms of variables such as gender, age, professional seniority, branch, educational status, graduation status. In this respect, the research is a descriptive relational survey research. The data of the research were collected from 301 teachers in the 2020-2021 academic year. Participants were determined by the purposeful sampling method. The data of the research are Personal information form, 21. The 21st century skills were collected with the efficacy perception scale and the individual career management realization level scale. Frequency, percentage, arithmetic mean, t test for independent groups, one-way analysis of variance and correlation analysis were used in the analysis of the data. As a result of the research, it was found that secondary school teachers perceptions of 21st century skills were high, their perceptions of learning and renewal skills, which are sub-dimensions of 21st century skills, did not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. skills and perceptions of the sub-dimension of knowledge, media and technology skills did not differ according to the variable of gender, age, branch, educational status and graduated faculty, but there was a differentiation according to the variable of professional seniority. Secondary school teachers perceptions of individual career management are at a high level, and their perceptions of individual career planning and individual career development, which are sub-dimensions of individual career management, do not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. While the general score of individual career management does not differ according to the variable of gender, age, professional seniority, branch and graduated faculty, it differs according to the variable of educational status. While their perceptions of individual career motivation sub-dimension do not differ according to gender, age, professional seniority, branch and educational status, they differ according to the graduated faculty variable. In addition, it was found that there is a highly significant positive correlation between secondary school teachers 21st century skills and their perceptions of individual career management.

 The aim of the study is to examine the relationship between secondary school teachers 21st century skills and their perceptions of individual career management. Secondary school teachers 21st century skills and perceptions of individual career management were compared in terms of variables such as gender, age, professional seniority, branch, educational status, graduation status. In this respect, the research is a descriptive relational survey research. The data of the research were collected from 301 teachers in the 2020-2021 academic year. Participants were determined by the purposeful sampling method. The data of the research are Personal information form, 21. The 21st century skills were collected with the efficacy perception scale and the individual career management realization level scale. Frequency, percentage, arithmetic mean, t test for independent groups, one-way analysis of variance and correlation analysis were used in the analysis of the data. As a result of the research, it was found that secondary school teachers perceptions of 21st century skills were high, their perceptions of learning and renewal skills, which are sub-dimensions of 21st century skills, did not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. skills and perceptions of the sub-dimension of knowledge, media and technology skills did not differ according to the variable of gender, age, branch, educational status and graduated faculty, but there was a differentiation according to the variable of professional seniority. Secondary school teachers perceptions of individual career management are at a high level, and their perceptions of individual career planning and individual career development, which are sub-dimensions of individual career management, do not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. While the general score of individual career management does not differ according to the variable of gender, age, professional seniority, branch and graduated faculty, it differs according to the variable of educational status. While their perceptions of individual career motivation sub-dimension do not differ according to gender, age, professional seniority, branch and educational status, they differ according to the graduated faculty variable. In addition, it was found that there is a highly significant positive correlation between secondary school teachers 21st century skills and their perceptions of individual career management.

 The aim of the study is to examine the relationship between secondary school teachers 21st century skills and their perceptions of individual career management. Secondary school teachers 21st century skills and perceptions of individual career management were compared in terms of variables such as gender, age, professional seniority, branch, educational status, graduation status. In this respect, the research is a descriptive relational survey research. The data of the research were collected from 301 teachers in the 2020-2021 academic year. Participants were determined by the purposeful sampling method. The data of the research are Personal information form, 21. The 21st century skills were collected with the efficacy perception scale and the individual career management realization level scale. Frequency, percentage, arithmetic mean, t test for independent groups, one-way analysis of variance and correlation analysis were used in the analysis of the data. As a result of the research, it was found that secondary school teachers perceptions of 21st century skills were high, their perceptions of learning and renewal skills, which are sub-dimensions of 21st century skills, did not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. skills and perceptions of the sub-dimension of knowledge, media and technology skills did not differ according to the variable of gender, age, branch, educational status and graduated faculty, but there was a differentiation according to the variable of professional seniority. Secondary school teachers perceptions of individual career management are at a high level, and their perceptions of individual career planning and individual career development, which are sub-dimensions of individual career management, do not differ according to gender, age, professional seniority, branch, educational status and graduated faculty. While the general score of individual career management does not differ according to the variable of gender, age, professional seniority, branch and graduated faculty, it differs according to the variable of educational status. While their perceptions of individual career motivation sub-dimension do not differ according to gender, age, professional seniority, branch and educational status, they differ according to the graduated faculty variable. In addition, it was found that there is a highly significant positive correlation between secondary school teachers 21st century skills and their perceptions of individual career management.

 Araştırmanın amacı, ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları arasındaki ilişkiyi incelemektir. Ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu, mezuniyet durumu gibi değişkenler açısından karşılaştırılmıştır. Bu bakımdan araştırma betimsel nitelikli ilişkisel tarama araştırmasıdır. Araştırmanın verileri, 2020-2021 eğitim öğretim yılında 301 öğretmenden toplanmıştır. Katılımcılar amaca uygun örneklem yöntemiyle belirlenmiştir. Araştırmanın verileri Kişisel bilgi formu, 21. Yüzyıl becerileri yeterlik algısı ölçeği ve Bireysel kariyer yönetimi gerçekleştirme düzeyi ölçeği ile toplanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, bağımsız gruplar için t testi, tek yönlü varyans analizi ve korelasyon analizi kullanılmıştır. Araştırma sonucunda, Ortaokul öğretmenlerinin 21. Yüzyıl becerilerine yönelik algıları yüksek düzeyde olduğu, 21. Yüzyıl becerilerinin alt boyutlarından öğrenme ve yenilenme becerilerine yönelik algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmanın olmadığı, yaşam ve kariyer becerileri ve bilgi, medya ve teknoloji becerileri alt boyutuna yönelik algıları ise cinsiyet, yaş, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmazken mesleki kıdem değişkenine göre farklılaşmanın olduğu görülmüştür. Ortaokul öğretmenlerinin bireysel kariyer yönetimi algıları yüksek düzeyde olduğu, Bireysel kariyer yönetiminin alt boyutlarından bireysel kariyer planlama ve bireysel kariyer geliştirmeye yönelik algıları cinsiyet, yaş, mesleki kıdem, branş, eğitim durumu ve mezun olunan fakülte değişkenine göre farklılaşmamaktadır. bireysel kariyer yönetimi genel puanı cinsiyet, yaş, mesleki kıdem, branş ve mezun olunan fakülte değişkenine göre farklılaşmazken eğitim durumu değişkenine göre farklılaşmaktadır. bireysel kariyer motivasyonu alt boyutuna yönelik algıları cinsiyet, yaş, mesleki kıdem, branş ve eğitim durumu değişkenine göre farklılaşmazken mezun olunan fakülte değişkenine göre farklılaşmaktadır. Ayrıca ortaokul öğretmenlerinin 21. Yüzyıl becerileri ile bireysel kariyer yönetimi algıları arasında pozitif yönde yüksek düzeyde anlamlı bir ilişkinin olduğu sonucu bulunmuştur.

Makale detayları

Examining the Relationship between 21st Century Skills and Individual Career Management Perceptions of Secondary School Teachers

Yazarlar:

Ayşe Akar Elekoğlu | Murat Ince | Cevat Eker

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 2, pp.121-144

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309228

pISSN:

2148-2888

21st century skills

individual career perception

secondary school teachers21. Yüzyıl becerileri

bireysel kariyer yönetimi algısı

ortaokul öğretmenleri

Sayı

Makale detayları

Examining the Relationship between 21st Century Skills and Individual Career Management Perceptions of Secondary School Teachers

Yazarlar: Ayşe Akar Elekoğlu | Murat Ince | Cevat Eker

Yayıncı: Zonguldak Bulent Ecevit University

Ana Başlıklar: Eğitim Psikolojisi

Dergi: Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 2, pp.121-144

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001309228

pISSN: 2148-2888

21st century skills

individual career perception

secondary school teachers21. Yüzyıl becerileri

bireysel kariyer yönetimi algısı

ortaokul öğretmenleri

Sayı

Yazarlar:

Ayşe Akar Elekoğlu | Murat Ince | Cevat Eker

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 2, pp.121-144

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001309228

pISSN:

2148-2888