Investigation of the Factors Affecting Teachers' Empathic and Social Self-Efficacy and Attitudes Towards the Use of Humor in Education

Arzu Özyürek; Kübra Nur Bıyıklı; Havva Gözpınar; Buşra Yaman

Makale detayları

Investigation of the Factors Affecting Teachers' Empathic and Social Self-Efficacy and Attitudes Towards the Use of Humor in Education

Yazarlar:

Arzu Özyürek | Kübra Nur Bıyıklı | Havva Gözpınar | Buşra Yaman

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.330-342

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350599

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 This study aims to examine the relationship between the empathetic and social self-efficacy of preschool, primary school, middle school, and special education teachers and their attitudes toward the use of humor in education. The study group consisted of 191 teachers who volunteered to participate, selected through a convenient sampling method. Data were collected using the Perceived Empathic and Social Self-Efficacy Scale and the Attitude Scale Toward the Use of Humor in Education. Descriptive statistics, CHAID decision trees from classification analyses, and correlation analyses were employed for data analysis. The findings revealed that teachers evaluated their empathetic and social self-efficacy as high and their attitudes toward the use of humor in education as positive. It was determined that the most significant factor influencing teachers empathetic self-efficacy was their subject area, with preschool and special education teachers exhibiting higher levels of empathetic self-efficacy. Additionally, the most critical factor affecting teachers perception of the necessity of humor in education and language teaching was their perspective on the teaching profession, with those who are passionate about their profession displaying more positive attitudes. Gender was identified as a significant factor influencing teachers views on the role of humor in maintaining classroom order, with female teachers expressing more favorable attitudes. The study also found that as teachers perceived empathetic and social self-efficacy increased, their belief in the necessity of humor in education and its positive effects on language teaching also rose. However, there was a decline in their positive views regarding the impact of humor on maintaining classroom order.

 This study aims to examine the relationship between the empathetic and social self-efficacy of preschool, primary school, middle school, and special education teachers and their attitudes toward the use of humor in education. The study group consisted of 191 teachers who volunteered to participate, selected through a convenient sampling method. Data were collected using the Perceived Empathic and Social Self-Efficacy Scale and the Attitude Scale Toward the Use of Humor in Education. Descriptive statistics, CHAID decision trees from classification analyses, and correlation analyses were employed for data analysis. The findings revealed that teachers evaluated their empathetic and social self-efficacy as high and their attitudes toward the use of humor in education as positive. It was determined that the most significant factor influencing teachers empathetic self-efficacy was their subject area, with preschool and special education teachers exhibiting higher levels of empathetic self-efficacy. Additionally, the most critical factor affecting teachers perception of the necessity of humor in education and language teaching was their perspective on the teaching profession, with those who are passionate about their profession displaying more positive attitudes. Gender was identified as a significant factor influencing teachers views on the role of humor in maintaining classroom order, with female teachers expressing more favorable attitudes. The study also found that as teachers perceived empathetic and social self-efficacy increased, their belief in the necessity of humor in education and its positive effects on language teaching also rose. However, there was a decline in their positive views regarding the impact of humor on maintaining classroom order.

 This study aims to examine the relationship between the empathetic and social self-efficacy of preschool, primary school, middle school, and special education teachers and their attitudes toward the use of humor in education. The study group consisted of 191 teachers who volunteered to participate, selected through a convenient sampling method. Data were collected using the Perceived Empathic and Social Self-Efficacy Scale and the Attitude Scale Toward the Use of Humor in Education. Descriptive statistics, CHAID decision trees from classification analyses, and correlation analyses were employed for data analysis. The findings revealed that teachers evaluated their empathetic and social self-efficacy as high and their attitudes toward the use of humor in education as positive. It was determined that the most significant factor influencing teachers empathetic self-efficacy was their subject area, with preschool and special education teachers exhibiting higher levels of empathetic self-efficacy. Additionally, the most critical factor affecting teachers perception of the necessity of humor in education and language teaching was their perspective on the teaching profession, with those who are passionate about their profession displaying more positive attitudes. Gender was identified as a significant factor influencing teachers views on the role of humor in maintaining classroom order, with female teachers expressing more favorable attitudes. The study also found that as teachers perceived empathetic and social self-efficacy increased, their belief in the necessity of humor in education and its positive effects on language teaching also rose. However, there was a decline in their positive views regarding the impact of humor on maintaining classroom order.

 Bu çalışmada okul öncesi, ilkokul, ortaokul ve özel eğitim öğretmenlerinin empatik ve sosyal öz yeterlikleriyle eğitimde mizah kullanımına yönelik tutumları arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubunu kolay ulaşılabilir örnekleme yönetimiyle çalışmaya katılmaya gönüllü 191 öğretmen oluşturmuştur. Verilerin toplanmasında Algılanan Empatik ve Sosyal Öz Yeterlik Ölçeği ile Eğitimde Mizah Kullanımına Yönelik Tutum Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistik, sınıflandırma analizlerinden CHAID karar ağaçları ve korelasyon analizinden yararlanılmıştır. Sonuç olarak, öğretmenlerin empatik ve sosyal öz yeterliklerini yüksek, eğitimde mizah kullanımına yönelik tutumlarını iyi düzeyde olarak değerlendirdikleri belirlenmiştir. Öğretmenlerin empatik öz yeterliklerini etkileyen en önemli faktörün branşları olduğu, okul öncesi ve özel eğitim öğretmenlerinin empatik öz yeterliklerinin daha yüksek olduğu belirlenmiştir. Öğretmenlerin mizahı eğitimde ve dil öğretiminde gerekli görmelerini etkileyen en önemli faktörün öğretmenlik mesleğine bakışları olduğu, mesleğini severek yapan öğretmenlerin tutumlarının daha olumlu olduğu belirlenmiştir. Mizahın sınıf düzenini sağlamaya etkisine yönelik görüşlerini etkileyen en önemli faktörün ise öğretmenlerin cinsiyeti olduğu, kadınların tutumlarının daha olumlu olduğu belirlenmiştir. Öğretmenlerin algıladıkları empatik ve sosyal öz yeterlikleri arttıkça mizahı eğitimde gerekli görme, mizahın dil ve öğretime olumlu etkisi olduğunu düşünme düzeylerinin arttığı, fakat sınıf düzenini sağlamada mizahın etkisine yönelik olumlu görüşlerinin azaldığı belirlenmiştir.

Makale detayları

Investigation of the Factors Affecting Teachers' Empathic and Social Self-Efficacy and Attitudes Towards the Use of Humor in Education

Yazarlar:

Arzu Özyürek | Kübra Nur Bıyıklı | Havva Gözpınar | Buşra Yaman

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.330-342

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350599

pISSN:

2148-7758

Empathic self-efficacy

social self-efficacy

use of humor in education

teachersempatik öz yeterlik

sosyal öz yeterlik

eğitimde mizah kullanımı

öğretmenler

Sayı

Makale detayları

Yazarlar: Arzu Özyürek | Kübra Nur Bıyıklı | Havva Gözpınar | Buşra Yaman

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Çocuk Gelişimi Eğitimi

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.330-342

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001350599

pISSN: 2148-7758

Sayı

Yazarlar:

Arzu Özyürek | Kübra Nur Bıyıklı | Havva Gözpınar | Buşra Yaman

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Çocuk Gelişimi Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 2, pp.330-342

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350599

pISSN:

2148-7758