4+4+4 eğitim sistemine geçişten dolayı 5. sınıf okutmuş sınıf öğretmenleri ve sosyal bilgiler öğretmenlerinin öz yeterlikleri arasındaki ilişki

Abstract

Bu çalışmada amaç 4+4+4 eğitim sistemine geçişle birlikte 5.sınıf sosyal bilgiler dersine sınıf öğretmenlerinin mi yoksa sosyal bilgiler öğretmenlerinin girmesinin daha uygun olacağını belirleyebilmek amacıyla yapılmıştır.Bu çalışmada veri toplama aracı olarak geliştirilen 33 maddeli likert tipi anket kullanılmıştır. Malatya ili merkez ve 4 ilçesi ( Yeşilyurt, Battalgazi, Doğanşehir ve Akçadağ) örneklem olarak alınmıştır.Anket çalışması 2015-2018 eğitim-öğretim dönemleri arasında görev yapan toplam 210 sınıf ve sosyal bilgiler öğretmenine uygulanmıştır.Yapılan çalışmada sınıf ve Sosyal Bilgiler öğretmenlerinin cinsiyet açısından öz yeterlikleri arasında anlamlı bir farklılık olmadığı, hizmet süreleri, branşları ve öz yeterlikleri açısından ise anlamlı bir farklılık olduğu belirtilmiştir.Bu çalışmada 5.sınıf Sosyal Bilgiler dersine giren sınıf öğretmenlerinin öz yeterlikleri sosyal bilgiler öğretmenlerinin öz yeterliklerinden daha üst seviyede olduğundan 5.sınıflar Sosyal Bilgiler dersine sınıf öğretmenlerinin girmesinin daha uygun olacağı söylenebilir.

In this study, a 33-item Likert-type questionnaire was used as a data collection tool. Malatya city center and 4 districts (Yesilyurt, Battalgazi, Doğanşehir and Akçadağ) were taken as samples.The questionnaire was applied to 210 class and social studies teachers. In this study, it was investigated whether there is a significant difference in terms of gender, duration of service and branch of answers given to the questions about self-efficacy of Classroom and Social Studies teachers.The data obtained from the study were analyzed using SPSS for Windows 21.0 program. As a result of the study, it was determined that the data showed normal distribution, and parametric tests were used in this study. Differential t-test was used for the comparison of quantitative data, One way Anova test was used for comparisons between the groups in case of more than two groups and Scheffe test was used for the determination of the group causing the difference.In the study, it was stated that there was no significant difference between the class and social studies teachers' self-efficacy in terms of gender, and there was a significant difference in terms of service periods, branches and self sufficiency.It was seen that teachers' self-efficacy levels were higher in terms of service duration. On the other hand, in the evaluation made in terms of the branch, it is seen that the class teachers are more advanced in terms of self-efficacy than the Social Studies teachers. It is seen that the self-sufficiency of classroom teachers is higher than the self-sufficiency of social studies teachers and there is a significant difference between them.As a result of this research, it was noted that withdrawal of primary and secondary school age in the 4 + 4 + 4 education system and the inclusion of 5th grade in the secondary school had a negative effect on 5th grade students.In this study, it can be said that it is more appropriate for class teachers to enter 5th grade Social Studies course since the self-efficacy of classroom teachers who are in 5th grade Social Studies course is higher than self-efficacy of social studies teachers.