Öğretmenlerin psikolojik sermaye düzeyleri ile öğrenme çeviklikleri arasındaki ilişki
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu tezin temel amacı, öğretmenlerin psikolojik sermaye düzeyleri ve öğrenme çeviklikleri arasında ilişkiyi tespit etmektir. Araştırmada genel tarama modellerinden olan ilişkisel desen kullanılmıştır. Araştırmanın örneklemini Düzce ilindeki 301 öğretmen oluşturmaktadır. Verilerin toplanmasında "Kişisel Bilgi Formu", "Psikolojik Sermaye Ölçeği", "Öğrenme Çevikliği Ölçeği" kullanılmıştır. Bu araştırma sonucunda öğretmenlerin özyeterlik, umut, esneklik ve iyimserlik gibi psikolojik sermaye alt boyutları ile öğretmenlerin öğrenme çevikliği düzeyleri arasında orta düzeyde pozitif ve anlamlı bir ilişki elde edilmiştir. Elde edilen bulgular, psikolojik sermaye düzeyleri arttıkça öğretmenlerin öğrenme çevikliklerinin de arttığını göstermektedir. Fark testlerine ilişkin bulgularda cinsiyet, mezun olunan fakülte, çalışılan okul kademesi, mesleki kıdem, çalışılan okuldaki öğrenci sayısı ve branşa göre anlamlı farklılık elde edilmemişken eğitim düzeyine göre incelendiğinde lisansüstü öğretmenlerin "Genel Psikolojik Sermaye", "Esneklik" ve "İyimserlik" algılarının lisans mezunu öğretmenlere göre daha yüksek olduğu tespit edilmiştir. Yaşa göre fark analizleri sonucunda ise "Esneklik", "Zihinsel Çeviklik", "Sonuç Çevikliği", "Genel Öğrenme Çevikliği" alt boyutlarının yaş değişkenine göre anlamlı farklılaştığı görülmüştür. Çalışılan okuldaki öğretmen sayılarına göre fark testleri incelendiğinde çalışılan okuldaki öğretmen sayısı ile "Genel Öğrenme Çevikliği", "Zihinsel Çeviklik" ve "Değişim Çevikliği" alt boyutları arasında anlamlı farklılık tespit edilmiştir. Regresyon analizi sonucunda ise öğretmenlerin psikolojik sermaye düzeyinin öğrenme çevikliğini yordama düzeyinin %43,8 olduğu tespit edilmiştir.
The main purpose of this thesis is to determine the relationship between teachers' psychological capital levels and learning agility. Relational design, one of the general screening models, was used in the research. The sample of the research consists of 301 teachers in Düzce province. "Personal Information Form", "Psychological Capital Scale", "Learning Agility Scale" were used to collect data. As a result of this research, a moderate positive and significant relationship was obtained between teachers' psychological capital sub-dimensions such as self-efficacy, hope, flexibility and optimism and teachers' learning agility levels. The findings show that as psychological capital levels increase, teachers' learning agility also increases. While there was no significant difference in the findings regarding the difference tests according to gender, faculty graduated from, school level, professional seniority, number of students in the school and branch, when examined according to education level, it was observed that the perceptions of "General Psychological Capital", "Flexibility" and "Optimism" of graduate teachers were found to be higher than those of undergraduate teachers. It was found to be higher than that of teachers. As a result of the difference analysis according to age, it was seen that the sub-dimensions of "Flexibility", "Mental Agility", "Result Agility", "General Learning Agility" differ significantly according to the age variable. When the difference tests were examined according to the number of teachers in the school, a significant difference was detected between the number of teachers in the school and the "General Learning Agility", "Mental Agility" and "Change Agility" sub-dimensions. As a result of the regression analysis, it was determined that the level of psychological capital of teachers predicted learning agility was 43.8%.
The main purpose of this thesis is to determine the relationship between teachers' psychological capital levels and learning agility. Relational design, one of the general screening models, was used in the research. The sample of the research consists of 301 teachers in Düzce province. "Personal Information Form", "Psychological Capital Scale", "Learning Agility Scale" were used to collect data. As a result of this research, a moderate positive and significant relationship was obtained between teachers' psychological capital sub-dimensions such as self-efficacy, hope, flexibility and optimism and teachers' learning agility levels. The findings show that as psychological capital levels increase, teachers' learning agility also increases. While there was no significant difference in the findings regarding the difference tests according to gender, faculty graduated from, school level, professional seniority, number of students in the school and branch, when examined according to education level, it was observed that the perceptions of "General Psychological Capital", "Flexibility" and "Optimism" of graduate teachers were found to be higher than those of undergraduate teachers. It was found to be higher than that of teachers. As a result of the difference analysis according to age, it was seen that the sub-dimensions of "Flexibility", "Mental Agility", "Result Agility", "General Learning Agility" differ significantly according to the age variable. When the difference tests were examined according to the number of teachers in the school, a significant difference was detected between the number of teachers in the school and the "General Learning Agility", "Mental Agility" and "Change Agility" sub-dimensions. As a result of the regression analysis, it was determined that the level of psychological capital of teachers predicted learning agility was 43.8%.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
