Müfredat laboratuvar okullarında görev yapan yönetici ve öğretmenlerin bilgisayar tutumları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi

Abstract

This study had been made with the thought of the necessity to examine the effectiveness of Curriculum Laboratory Schools which is being applied from National Education System since 1990. The subject of the study is `The relation between the anxiety levels and the computer attitudes of the principals and the teachers who work in Curriculum Laboratory Schools`. Regarding this general frame, the answers of the below questions has been searched: 1. What are the personal characteristics of the principals and the teachers who work in Curriculum Laboratory Schools? 2. What are the trait anxiety levels of the principals and the teachers who work in Curriculum Laboratory Schools? 3. What are the levels of computer attitudes of the principals and the teachers who work in Curriculum Laboratory Schools? 4. Are there any significant differences in computer attitudes of the principals and the teachers who work in Curriculum Laboratory Schools according to their personal characteristics? 5. Is there any relationship among the computer attitudes subscales? 6. Is there any relationship between the computer attitudes subscales scores and the anxiety levels of the principals and the teachers who work in Curriculum Laboratory Schools? The population of this study, which had been arranged according to the idea of relational searching, are all of the principals and the teachers who work in Curriculum Laboratory Schools in Istanbul. The sample group consisted of principals, 367 branch and class teachers (totally 406 people) who work in 15 schools which had been selected randomly from these schools. During this study, to measure the attitudes towards computer, Computer Attitude Scale-Marmara (CAS-M); to measure the anxiety levels, Trait Anxiety Scale had been used. As a conclusion of the collected data, these statistical analyses had been performed: 1. Frequency and percentage calculations to determine the personal characteristics, 2. Arithmetic averages, standard deviations, frequency and percentage calculations to establish the computer attitude levels, 3. The t-test and the variance analysis to determine the differing levels of the computer attitudes according to the personal characteristics, 4. Pearson Moments Correlation Coefficient technique to determine the relationship among the subscales of computer attitudes, 5. Pearson Moments Correlation Coefficient technique to determine the relationship between the computer attitudes subscales and the anxiety levels. To be able to realize the general purposes of the study, first the general computer attitudes and then the second the inferior facts which form these attitudes had been examined. Following are the findings resulted from this study: 1. The Findings About The Characteristic Properties: The ratio of the principals and the teachers of CLS' who have computers in their houses is 52,1%- The sufficiency levels of the principals and the teachers in using computer are like these: Very Good 5,2%; So Good 15,5%; Little 55,0%; Very Little 20,4%; None 3,9%. In addition to this the computer courses agreement density of them are: Do not agree: 7,1%; Agree a little: 59,0%; Agree strongly: 33,9%. 2. The Findings About The Trait Anxiety Levels: The measurement of trait anxiety levels of the sample group resulted in following findings: 46.06% of the whole group scored low in trait anxiety scale while 53.94% of the whole group determined as highly anxious according to the scores obtained from the trait anxiety scale. When the sample group is assessed as a whole, neither teachers nor principals classified as highly anxious in the trait anxiety scale. 3. The Findings About The Computer Attitude Levels: The computer attitudes of the principals and the teachers in CLS' seems to be above average of general computer attitude scale. All of the subscale scores of the principals and the teachers in CLS' are (Computer interest, Computer anxiety and the use of computers in Teaching/Learning Process subscales) above the subscales average. 4. The Findings About The Computer Attitudes Of The Sample Group According To Their Personal Characteristics: 4.1. The Findings About The Computer Attitude: Although the computer attitudes of the principals and the teachers in CLS' do not differ so much according to their school types, duties, branches, genders, ages, professional experiences, graduated institutions, attending to computer courses; they differ significantly according to having computers in their houses and the sufficiency levels in using computers. 4.2. The Findings About The Inferior Facts Of Computer Interest: The computer interest attitudes of the principals and the teachers in CLS' do not differ significantly according to school levels they work in, branches, genders, ages, Professional experiences, graduated institutions, attending to computer courses. But the attitudes differ significantly according to their duties, having computer in houses, sufficiency levels in using computers. 43. The Findings About The Inferior Facts Of Computer Anxiety : The computer anxiety attitudes of the principals and the teachers in CLS' do not differ significantly according to school levels they work, duties, branches, genders, ages, Professional experiences, graduated institutions, attending to computer courses. But they differ significantly according to having computer in their houses, sufficiency levels in using computers. 4.4. The Findings About The Inferior Facts Of Using Computer: The computer using attitudes of the principals and the teachers in CLS' do not differ significantly according to school levels they work, duties, branches, genders, ages, professional experience, graduated institutions, having computer in houses, attending computer courses. But these attitudes differ significantly according to their sufficiency levels in using computers. 5. The Findings About The Relationships Among The Computer Attitude SubscaJes: After analyzing the data the following relationships had been determined: The significance level of the relationship between the general computer attitudes and the computer interest levels of the principals of the teachers in CLS' is.01; the significance level of the relationship between the general computer attitudes and the computer anxiety levels is.01; the significance level of the relationship between the general computer attitudes and the computer using levels is.01 ; the significance level of the relationship between the computer anxiety and the computer using levels is.01. As far as the relations among the three subscales of CAS-M are concerned, following findings had been obtained: The significance level of the relationship among the general computer attitudes, the computer interest levels and the computer anxiety levels is.01 ; the significance level of the relationship among the general computer attitudes, the computer anxiety levels and the computer interest levels is.01; the significance level of the relationship among the general computer attitudes, the computer interest levels and level of using computers is.01. 6. The Findings About The Relations Between The Computer Attitudes Subscales And The Trait Anxiety : According to the data analyzed, there are no significant relationships between the general attitude scores and trait anxiety levels, between the computer anxiety subscale and trait anxiety, between the using computers subscale and trait anxiety levels of the principals and the teachers in CLS' (p>,05). But there is a significant relationship among the general computer attitude, computer interest, and trait anxiety at the level of.01