An Investigation of Preschool and Primary School Teachers' Psychological Resilience Levels in Terms of Some Variables

Reyhan Şen; Akif Köse

Makale detayları

An Investigation of Preschool and Primary School Teachers' Psychological Resilience Levels in Terms of Some Variables

Yazarlar:

Reyhan Şen | Akif Köse

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.11 Issue 21, pp.80-101

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315263

pISSN:

2547-9393

Anahtar kelimeler:

Özet:

 Purpose: In this study, it was aimed to examine the psychological resilience levels of preschool and classroom teachers in terms of some demographic variables. Design  Methodology: This study, which was a quantitative research, was conducted in the survey model. The population of the study consisted of teachers working in public preschools and primary schools in Aydın province in the 2022-2023 academic year; the sample consisted of 374 teachers selected by simple random sampling method. Brief Psychological Resilience Scale and Personal Information Form were used as data collection tools. Standard deviation and arithmetic mean values were used to analyse the data, t-Test, One-Way Analysis of Variance ANOVA and Kruskal Wallis-H tests were used to determine the differentiation of the scores obtained regarding psychological resilience in terms of demographic characteristics, Scheffe test was applied to determine the groups with a difference in the F value found significant, and Mann Whitney-U test was applied to determine the groups with a difference in the groups found significant as a result of Kruskal Wallis-H test. Findings: When the differentiation of teachers views on psychological resilience in terms of some demographic variables was examined, it was found that there was no significant differentiation in terms of gender, marital status, age, professional seniority, location of the institution, class taught and age level and the type of employment variables; while there were significant differences in terms of educational status, branch, institution of employment and number of students in the class. Results  Suggestions: As a result of the research, it was concluded that the psychological resilience levels of teachers were high; the psychological resilience of teachers showed a significant difference in favour of teachers with postgraduate education degrees; and the psychological resilience levels of teachers decreased as the number of students in the class increased. In order to sustain the high level of psychological resilience of pre-school and classroom teachers, it was suggested that seminars, in-service trainings and structured guidance programmes with educational content that support their professional development could be organised, supportive arrangements could be made for teachers to receive postgraduate education, and practices that would negatively affect teachers psychological resilience should be avoided while arranging class sizes.

 Purpose: In this study, it was aimed to examine the psychological resilience levels of preschool and classroom teachers in terms of some demographic variables. Design  Methodology: This study, which was a quantitative research, was conducted in the survey model. The population of the study consisted of teachers working in public preschools and primary schools in Aydın province in the 2022-2023 academic year; the sample consisted of 374 teachers selected by simple random sampling method. Brief Psychological Resilience Scale and Personal Information Form were used as data collection tools. Standard deviation and arithmetic mean values were used to analyse the data, t-Test, One-Way Analysis of Variance ANOVA and Kruskal Wallis-H tests were used to determine the differentiation of the scores obtained regarding psychological resilience in terms of demographic characteristics, Scheffe test was applied to determine the groups with a difference in the F value found significant, and Mann Whitney-U test was applied to determine the groups with a difference in the groups found significant as a result of Kruskal Wallis-H test. Findings: When the differentiation of teachers views on psychological resilience in terms of some demographic variables was examined, it was found that there was no significant differentiation in terms of gender, marital status, age, professional seniority, location of the institution, class taught and age level and the type of employment variables; while there were significant differences in terms of educational status, branch, institution of employment and number of students in the class. Results  Suggestions: As a result of the research, it was concluded that the psychological resilience levels of teachers were high; the psychological resilience of teachers showed a significant difference in favour of teachers with postgraduate education degrees; and the psychological resilience levels of teachers decreased as the number of students in the class increased. In order to sustain the high level of psychological resilience of pre-school and classroom teachers, it was suggested that seminars, in-service trainings and structured guidance programmes with educational content that support their professional development could be organised, supportive arrangements could be made for teachers to receive postgraduate education, and practices that would negatively affect teachers psychological resilience should be avoided while arranging class sizes.

 Purpose: In this study, it was aimed to examine the psychological resilience levels of preschool and classroom teachers in terms of some demographic variables. Design  Methodology: This study, which was a quantitative research, was conducted in the survey model. The population of the study consisted of teachers working in public preschools and primary schools in Aydın province in the 2022-2023 academic year; the sample consisted of 374 teachers selected by simple random sampling method. Brief Psychological Resilience Scale and Personal Information Form were used as data collection tools. Standard deviation and arithmetic mean values were used to analyse the data, t-Test, One-Way Analysis of Variance ANOVA and Kruskal Wallis-H tests were used to determine the differentiation of the scores obtained regarding psychological resilience in terms of demographic characteristics, Scheffe test was applied to determine the groups with a difference in the F value found significant, and Mann Whitney-U test was applied to determine the groups with a difference in the groups found significant as a result of Kruskal Wallis-H test. Findings: When the differentiation of teachers views on psychological resilience in terms of some demographic variables was examined, it was found that there was no significant differentiation in terms of gender, marital status, age, professional seniority, location of the institution, class taught and age level and the type of employment variables; while there were significant differences in terms of educational status, branch, institution of employment and number of students in the class. Results  Suggestions: As a result of the research, it was concluded that the psychological resilience levels of teachers were high; the psychological resilience of teachers showed a significant difference in favour of teachers with postgraduate education degrees; and the psychological resilience levels of teachers decreased as the number of students in the class increased. In order to sustain the high level of psychological resilience of pre-school and classroom teachers, it was suggested that seminars, in-service trainings and structured guidance programmes with educational content that support their professional development could be organised, supportive arrangements could be made for teachers to receive postgraduate education, and practices that would negatively affect teachers psychological resilience should be avoided while arranging class sizes.

 Amaç: Bu araştırmada okul öncesi ve sınıf öğretmenlerinin psikolojik sağlamlık düzeylerinin bazı demografik değişkenler açısından incelenmesi amaçlanmıştır. Yöntem: Nicel bir araştırma olan bu çalışma tarama modelinde gerçekleştirilmiştir. Araştırmanın evrenini 2022-2023 eğitim-öğretim yılında Aydın ilinde kamuya ait anaokulu ve ilkokullarda görev yapan öğretmenler; örneklemini ise basit seçkisiz örnekleme yöntemiyle seçilen 374 öğretmen oluşturmaktadır. Araştırmada veri toplama aracı olarak Kısa Psikolojik Sağlamlık Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Verilerin analizinde standart sapma ve aritmetik ortalama değerleri kullanılmış, psikolojik sağlamlığa ilişkin alınan puanların demografik özellikler yönünden farklılaşma durumunu tespit etmek için t-Testi, Tek Yönlü Varyans Analizi ANOVA ve Kruskal Wallis-H testlerinden faydalanılmış, anlamlı bulunan F değerinde fark olan grupları belirlemek için Scheffe testi, Kruskal Wallis-H testi sonucunda anlamlı çıkan gruplardaki fark olan grupları belirleyebilmek için de Mann Whitney-U testi uygulanmıştır. Bulgular: Öğretmenlerin psikolojik sağlamlığa ilişkin görüşlerinin bazı demografik değişkenler yönünden farklılaşma durumuna bakıldığında cinsiyet, medeni durum, yaş, mesleki kıdem, görev yapılan kurumun bulunduğu yerleşim yeri, okutulan sınıf ve yaş düzeyi ile istihdam tipi değişkenleri bakımından anlamlı bir farklılaşmanın olmadığı; eğitim durumu, branş, çalışılan kurum ve sınıftaki öğrenci sayısı değişkenleri açısından ise anlamlı farklılıkların olduğu bulgulanmıştır. Sonuçlar ve Öneriler: Araştırma sonucunda öğretmenlerin psikolojik sağlamlık düzeylerinin yüksek olduğu; öğretmenlerin psikolojik sağlamlıklarının lisansüstü eğitim mezunu olan öğretmenler lehine anlamlı bir farklılık gösterdiği; sınıftaki öğrenci sayısı arttıkça öğretmenlerin psikolojik sağlamlık düzeylerinin azaldığı sonuçlarına ulaşılmıştır. Okul öncesi ve sınıf öğretmenlerinin yüksek düzeydeki psikolojik sağlamlıklarını sürekli kılmak için onların mesleki gelişimlerini destekleyici eğitsel içerikli seminerler, hizmet içi eğitimler ve yapılandırılmış rehberlik programları düzenlenebileceği, öğretmenlerin lisansüstü eğitim alabilmeleri için destekleyici nitelikte düzenlemeler yapılabileceği, sınıf mevcutları düzenlenirken öğretmenlerin psikolojik sağlamlıklarını olumsuz etkileyecek uygulamalardan kaçınılması gerektiği önerileri getirilmiştir.

Makale detayları

An Investigation of Preschool and Primary School Teachers' Psychological Resilience Levels in Terms of Some Variables

Yazarlar:

Reyhan Şen | Akif Köse

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.11 Issue 21, pp.80-101

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315263

pISSN:

2547-9393

Preschool Teachers

Classroom Teachers

Psychological ResilienceOkul Öncesi Öğretmeni

Sınıf Öğretmeni

Psikolojik Sağlamlık

Sayı

Makale detayları

An Investigation of Preschool and Primary School Teachers' Psychological Resilience Levels in Terms of Some Variables

Yazarlar: Reyhan Şen | Akif Köse

Yayıncı: Inonu University

Ana Başlıklar: Eğitim Yönetimi

Dergi: İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.11 Issue 21, pp.80-101

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001315263

pISSN: 2547-9393

Preschool Teachers

Classroom Teachers

Psychological ResilienceOkul Öncesi Öğretmeni

Sınıf Öğretmeni

Psikolojik Sağlamlık

Sayı

Yazarlar:

Reyhan Şen | Akif Köse

Yayıncı:

Inonu University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi Vol.11 Issue 21, pp.80-101

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315263

pISSN:

2547-9393