Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerileri ile okul iklimi arasındaki ilişki
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerileri ile okul iklimi incelenmiştir. Çalışmanın amacı, Mesleki ve Teknik Anadolu Lisesi yöneticilerinin sahip olduğu 21. yüzyıl becerileri ile okul iklimine yönelik öğretmen görüşleri arasındaki ilişkiyi incelemek, inceleme sonucunda elde edilen bulguları yorumlamak, elde edilen sonuçlara göre Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerilerinde ve okul iklimi hakkında düşük olduğu boyutları tespit ederek gelişme sağlayacak önerilerde bulunmaktır. Eğitim yöneticilerinin 21. yüzyıl becerilerini Çoban, Bozkurt ve Kan'ın (2019) geliştirdiği ''Eğitim Yöneticileri 21. yüzyıl Becerileri Ölçeği'' kullanılmıştır. Eğitim yöneticilerinin 21. yüzyıl becerileri; öğrenme ve yenilik becerileri, okuryazarlık becerileri, yaşam ve mesleki becerileri olmak üzere üç alt boyuttan; öğrenme ve yenilik becerileri; yaratıcılık ve yenileşme, eleştirel düşünme ve problem çözme, iletişim ve işbirliği olmak üzere dört alt boyuttan; okuryazarlık becerileri; bilgi, medya ve teknoloji okuryazarlığı olmak üzere üç alt boyuttan; yaşam ve mesleki beceriler ise özyönetim ve inisiyatif kullanma, üretkenlik ve hesap verebilirlik, liderlik ve sorumluluk, esneklik ve kolay uyum sağlama, sosyal ve kültürel beceriler olmak üzere beş alt boyuttan oluşmaktadır. Mesleki ve Teknik Anadolu Lisesinde okul iklimini Canlı, Demirtaş ve Özer (2018) tarafından geliştirilen ''Okul İklimi Ölçeği'' kullanılmıştır. Okul iklimini belirleyen boyutlar demokratiklik ve okula adanma, liderlik ve etkiletişim, başarı etkenleri, samimiyet ve çatışma boyutu şeklinde beş boyutu kapsamaktadır. Çalışma evreni Düzce il merkezindeki Mesleki ve Teknik Anadolu Lisesinde görev yapan öğretmenlerden oluşmaktadır. Araştırmada 363 ölçekle istatiksel analizler gerçekleştirilerek nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Betimsel istatistikler de yüzde ve frekans analizi, cinsiyet, branş değişkenine göre yapılan karşılaştırmalarda bağımsız gruplar için t testi, yaş ve kıdem değişkenlerine göre yapılan karşılaştırmalarda tek yönlü varyans analizi (ANOVA), ikili karşılaştırma durumlarında LSD testi ve iki ölçek arasında ilişki incelenirken pearson momentler çarpım korelasyon katsayısı ve mesleki eğitim yöneticilerinin 21. yüzyıl becerilerine sahip olma düzeylerinin okul iklimini ne oranda yordadığını belirlemek amacıyla çoklu doğrusal regresyon analizi teknikleri kullanılmıştır. Ortaya çıkan bulgular tablolaştırılarak yorumlanmıştır ve çıkan sonuçlar doğrultusunda çeşitli öneriler de bulunulmuştur. Çalışma sonucunda Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerilerine öğretmen görüşlerine göre çoğunlukla düzeyinde sahip olduğu yönündedir. Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerileri ile okul iklimi arasında pozitif yönde bir ilişki olduğu anlaşılmıştır. Mesleki ve Teknik Anadolu Lisesi yöneticilerinin 21. yüzyıl becerilerinin artması ile öğretmen görüşlerinin okul iklimine ilişkin olumlu yönde arttığı ve Mesleki ve Teknik Anadolu Lisesi okul iklimine yöneticilerin 21. yüzyıl becerilerinin yordayıcı olduğu sonucuna varılmıştır.
In this research, 21st century skills and school climate of Vocational and Technical Anatolian High School administrators were examined. The aim of the study is to examine the relationship between the 21st century skills of the Vocational and Technical Anatolian High School administrators and the teachers' views on the school climate, and to interpret the findings obtained as a result of the examination. According to the results obtained, it is to make suggestions that will provide improvement by determining the dimensions that Vocational and Technical Anatolian High School administrators have low in 21 century skills and school climate. The "21st Century Skills of Education Managers Scale", which was developed by Çoban, Bozkurt and Kan (2019), was used. The 21st century skills of education administrators; learning and innovation skills, literacy skills, life and professional skills.The learning and innovation skills have four sub-dimensions; creativity and innovation, critical thinking and problem solving, communication and cooperation. The literacy skills have three sub-dimensions; information, media and technology literacy. The life and professional skills consist of five dimensions; self-management and initiative, productivity and accountability, leadership and responsibility, flexibility and adaptability, social and cultural skills. In Vocational and Technical Anatolian High School, the "School Climate Scale" developed by Canlı, Demirtaş and Özer (2018) was used. The dimensions that determine the school climate include five dimensions: democracy and dedication to the school, leadership and interaction, success factors, sincerity and conflict. In the study, statistical analyses were carried out with the 363 remaining data and the relational screening model, one of the quantitative research designs, was used. Percentage and frequency analysis have done in descriptive statistics. In comparisons made according to variable gender factors t-test was applied for independent groups. One-way variance analysis (ANOVA) was used for comparisons made according variables in age and seniority. LSD test was also applied in pairwise comparison situations. While examining the relationship between the two scales, the Pearson product-moment correlation coefficient was applied. Multiple linear regression analysis techniques were used to determine whether vocational education administrators' level of 21st century skills predict school climate. The resulting findings were interpreted in tables and various suggestions were made in line with the results. As a result of the study, Vocational and Technical Anatolian High Schools administrators mostly have 21st century skills according to teachers' opinions. It has been understood that there is a positive relationship between the 21st century skills of Vocational and Technical Anatolian High Schools administrators and the school climate. It was concluded that with the increase of 21st century skills of Vocational and Technical Anatolian High Schools administrators, the perception level of school climate increased according to teachers' opinions and 21st century skills were a predictor of Vocational and Technical Anatolian High Schools school climate.
In this research, 21st century skills and school climate of Vocational and Technical Anatolian High School administrators were examined. The aim of the study is to examine the relationship between the 21st century skills of the Vocational and Technical Anatolian High School administrators and the teachers' views on the school climate, and to interpret the findings obtained as a result of the examination. According to the results obtained, it is to make suggestions that will provide improvement by determining the dimensions that Vocational and Technical Anatolian High School administrators have low in 21 century skills and school climate. The "21st Century Skills of Education Managers Scale", which was developed by Çoban, Bozkurt and Kan (2019), was used. The 21st century skills of education administrators; learning and innovation skills, literacy skills, life and professional skills.The learning and innovation skills have four sub-dimensions; creativity and innovation, critical thinking and problem solving, communication and cooperation. The literacy skills have three sub-dimensions; information, media and technology literacy. The life and professional skills consist of five dimensions; self-management and initiative, productivity and accountability, leadership and responsibility, flexibility and adaptability, social and cultural skills. In Vocational and Technical Anatolian High School, the "School Climate Scale" developed by Canlı, Demirtaş and Özer (2018) was used. The dimensions that determine the school climate include five dimensions: democracy and dedication to the school, leadership and interaction, success factors, sincerity and conflict. In the study, statistical analyses were carried out with the 363 remaining data and the relational screening model, one of the quantitative research designs, was used. Percentage and frequency analysis have done in descriptive statistics. In comparisons made according to variable gender factors t-test was applied for independent groups. One-way variance analysis (ANOVA) was used for comparisons made according variables in age and seniority. LSD test was also applied in pairwise comparison situations. While examining the relationship between the two scales, the Pearson product-moment correlation coefficient was applied. Multiple linear regression analysis techniques were used to determine whether vocational education administrators' level of 21st century skills predict school climate. The resulting findings were interpreted in tables and various suggestions were made in line with the results. As a result of the study, Vocational and Technical Anatolian High Schools administrators mostly have 21st century skills according to teachers' opinions. It has been understood that there is a positive relationship between the 21st century skills of Vocational and Technical Anatolian High Schools administrators and the school climate. It was concluded that with the increase of 21st century skills of Vocational and Technical Anatolian High Schools administrators, the perception level of school climate increased according to teachers' opinions and 21st century skills were a predictor of Vocational and Technical Anatolian High Schools school climate.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
