Teacher Identity Perceptions and the Change of Teacher Identity Perceptions According to Demographic Variables

Fadile Aydın; Mecit Aslan

Makale detayları

Teacher Identity Perceptions and the Change of Teacher Identity Perceptions According to Demographic Variables

Yazarlar:

Fadile Aydın | Mecit Aslan

Yayıncı:

Marmara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.171-204

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310955

pISSN:

1300-8889

Anahtar kelimeler:

Özet:

 Teacher identity is at the center of the teaching profession. Therefore, understanding teacher identity can help understand teachers professional self-perception, professional competence, professional dedication, job satisfaction, motivation and task perception. This research aims to examine the perception levels of teachers regarding their teacher identities and the change of teacher identities according to demographic variables gender, professional experience, education level, branch, type of school and location of duty. Descriptive scanning model was used in this research. The population of the research consisted of a total of 8834 teachers working in pre-school, primary school, secondary school and high school public education institutions in Batman province of Turkey in the 2020-2021 academic year. The sample of this research was created by reaching 875 teachers from all branches working in provincial, district and village schools using the cluster sampling method. The data collection tool of the research is the Teacher Identity Scale. The data obtained were analyzed using descriptive analysis, t-test and one-way analysis of variance ANOVA. As a result of this research: Teachers perceptions of teacher identity were found to be at a high level. In addition, belonging to the teacher identity; the perceptions of teacher self, perception of duty, motivation and professional dedication were found to be at high levels. Only job satisfaction perceptions regarding teacher identity were found to be at a moderate level. It was determined that the education level, type of school, location of duty and branch demographic variables, whose effects were investigated on teacher identity perceptions, did not create a significant difference on teacher identity, but gender and professional experience variables created significant differences. The gender variable created significant differences in favor of female teachers in the perceptions of the teacher identity task perception factor. The professional experience variable created significant differences in teacher identity, self-efficacy and job satisfaction perceptions in favor of teachers with more experience. As a result of this research, it may be suggested that regulations be made to improve the socio-economic conditions and workload of the teachers.

 Teacher identity is at the center of the teaching profession. Therefore, understanding teacher identity can help understand teachers professional self-perception, professional competence, professional dedication, job satisfaction, motivation and task perception. This research aims to examine the perception levels of teachers regarding their teacher identities and the change of teacher identities according to demographic variables gender, professional experience, education level, branch, type of school and location of duty. Descriptive scanning model was used in this research. The population of the research consisted of a total of 8834 teachers working in pre-school, primary school, secondary school and high school public education institutions in Batman province of Turkey in the 2020-2021 academic year. The sample of this research was created by reaching 875 teachers from all branches working in provincial, district and village schools using the cluster sampling method. The data collection tool of the research is the Teacher Identity Scale. The data obtained were analyzed using descriptive analysis, t-test and one-way analysis of variance ANOVA. As a result of this research: Teachers perceptions of teacher identity were found to be at a high level. In addition, belonging to the teacher identity; the perceptions of teacher self, perception of duty, motivation and professional dedication were found to be at high levels. Only job satisfaction perceptions regarding teacher identity were found to be at a moderate level. It was determined that the education level, type of school, location of duty and branch demographic variables, whose effects were investigated on teacher identity perceptions, did not create a significant difference on teacher identity, but gender and professional experience variables created significant differences. The gender variable created significant differences in favor of female teachers in the perceptions of the teacher identity task perception factor. The professional experience variable created significant differences in teacher identity, self-efficacy and job satisfaction perceptions in favor of teachers with more experience. As a result of this research, it may be suggested that regulations be made to improve the socio-economic conditions and workload of the teachers.

 Teacher identity is at the center of the teaching profession. Therefore, understanding teacher identity can help understand teachers professional self-perception, professional competence, professional dedication, job satisfaction, motivation and task perception. This research aims to examine the perception levels of teachers regarding their teacher identities and the change of teacher identities according to demographic variables gender, professional experience, education level, branch, type of school and location of duty. Descriptive scanning model was used in this research. The population of the research consisted of a total of 8834 teachers working in pre-school, primary school, secondary school and high school public education institutions in Batman province of Turkey in the 2020-2021 academic year. The sample of this research was created by reaching 875 teachers from all branches working in provincial, district and village schools using the cluster sampling method. The data collection tool of the research is the Teacher Identity Scale. The data obtained were analyzed using descriptive analysis, t-test and one-way analysis of variance ANOVA. As a result of this research: Teachers perceptions of teacher identity were found to be at a high level. In addition, belonging to the teacher identity; the perceptions of teacher self, perception of duty, motivation and professional dedication were found to be at high levels. Only job satisfaction perceptions regarding teacher identity were found to be at a moderate level. It was determined that the education level, type of school, location of duty and branch demographic variables, whose effects were investigated on teacher identity perceptions, did not create a significant difference on teacher identity, but gender and professional experience variables created significant differences. The gender variable created significant differences in favor of female teachers in the perceptions of the teacher identity task perception factor. The professional experience variable created significant differences in teacher identity, self-efficacy and job satisfaction perceptions in favor of teachers with more experience. As a result of this research, it may be suggested that regulations be made to improve the socio-economic conditions and workload of the teachers.

 Öğretmen kimliği, öğretmenlik mesleğinin merkezinde yer alır. Bu nedenle öğretmen kimliğini anlamak öğretmenlerin, mesleki benlik algıları, mesleki yeterlikleri, mesleki adanmışlıkları, iş tatminleri, motivasyonları ve görev algılarını anlamaya yardım edebilecektir. Bu araştırma ile öğretmenlerin, öğretmen kimliklerine ilişkin algı düzeylerini ve öğretmen kimliklerinin demografik değişkenlere cinsiyet, mesleki deneyim, eğitim düzeyi, branş, görev yapılan okul kademesi ve görev yapılan yerleşim yeri göre değişimini incelemek amaçlanmıştır. Mevcut araştırmada betimsel tarama modeli kullanılmıştır. Araştırmanın evrenini 2020-2021 eğitim-öğretim yılında, Türkiyenin Batman ilinde okul öncesi, ilkokul, ortaokul ve lise devlet eğitim kurumlarında görev yapan toplam 8834 öğretmen oluşturmuştur. Mevcut araştırma örneklemi küme örnekleme yöntemi kullanılarak il, ilçe ve köy okullarında görev yapan her branştan 875 öğretmene ulaşılarak oluşturmuştur. Araştırmanın veri toplama aracı Öğretmen Kimliği Ölçeğidir. Ulaşılan veriler betimsel analizler t-test ve tek yönlü varyans analizi Anova kullanılarak analiz edilmiştir. Bu araştırma sonucunda: Öğretmenlerin, öğretmen kimliği algıları yüksek düzeyde saptanmıştır. Ayrıca öğretmen kimliğine ait öğretmen benliği, görev algısı, motivasyon, mesleki adanmışlık algıları yüksek düzeyde saptanmıştır. Sadece öğretmen kimliğine ait iş tatmini algıları orta düzeyde saptanmıştır. Öğretmen kimliği algıları üzerinde etkileri araştırılan, eğitim düzeyi, okul kademesi, görev yapılan yerleşim yeri, branş, demografik değişkenlerinin öğretmen kimliği üzerinde anlamlı bir farklılaşma yaratmadığı ancak cinsiyet ve mesleki deneyim değişkenlerinin anlamlı farklılıklar yarattığı saptanmıştır. Cinsiyet değişkeni, öğretmen kimliği görev algısı faktörüne ait algılarda kadın öğretmenler lehine anlamlı farklılıklar yaratmıştır. Mesleki deneyim değişkeni, öğretmen kimliği öz yeterlik ve iş tatmini algılarında deneyimi fazla olan öğretmenler lehine anlamlı farklılıklar yaratmıştır Bu araştırma sonucunda öğretmenlerin sosyo-ekonomik koşullarının ve iş yüklerinin iyileştirilmesine yönelik düzenlemelerin yapılması önerilebilir.

Makale detayları

Teacher Identity Perceptions and the Change of Teacher Identity Perceptions According to Demographic Variables

Yazarlar:

Fadile Aydın | Mecit Aslan

Yayıncı:

Marmara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.171-204

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310955

pISSN:

1300-8889

Teacher identity

preschool

Primary school

Secondary school

High School TeacherÖğretmen kimliği

okul öncesi

İlkokul

Ortaokul

Lise Öğretmenleri.

Sayı

Makale detayları

Yazarlar: Fadile Aydın | Mecit Aslan

Yayıncı: Marmara University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.171-204

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001310955

pISSN: 1300-8889

Sayı

Yazarlar:

Fadile Aydın | Mecit Aslan

Yayıncı:

Marmara University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.171-204

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310955

pISSN:

1300-8889