Öğretmenlerin Yaşam Boyu Öğrenme Eğilimleri ile İş Doyumları Arasındaki İlişkinin İncelenmesi

Sevinç, Şeyda; Çelebi, Mustafa

doi:10.26466/opus.696882

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…However, there are also studies in the literature that do not coincide with the results of the research. Gökbulut (2021), Yıldız Durak and Tekin (2020), Bilen (2022) did not find a significant difference between teachers' educational status and lifelong learning tendencies in their studies with teachers.…”

Section: Lifelong Learning Tendency and Thinking Style Levels Of Acad...mentioning

confidence: 92%

“…The result of a significant increase in lifelong learning tendencies with the increase in education level is similar to the research findings. As a result of the study conducted by Sevinç and Çelebi (2020) with teachers, a significantly high difference was found between educational status and lifelong learning tendencies. The result of the increase in the level of education shows an increase in the tendencies of lifelong learning, which is similar to the results of the research.…”

Section: Lifelong Learning Tendency and Thinking Style Levels Of Acad...mentioning

confidence: 95%

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Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

ÖZKIR,

ESKİCİ

2023

Journal of Teacher Education and Lifelong Learning

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The purpose of this research is to examine the relationship between academicians' lifelong learning tendencies and their thinking styles. Relational descriptive method was used in the research. All academicians working in higher education institutions in the 2022-2023 academic year were determined as the population of the research. After obtaining the necessary permissions, the scale was applied to a sample group of 1554 people, by reaching all universities by means of official letters and e-mails to the institutional e-mail addresses of the individuals. Personal Information Form, “Lifelong Learning Tendency Scale” and “Rational-Experiential Thinking Styles Scale” were used as data collection tools. The obtained data were transferred to the statistical package program. In the light of the sub-problems, it was examined whether the scale scores differed in terms of various variables (education level, academic title, field of science). The results were classified according to sociodemographic variables and presented in frequency tables. In accordance with the results obtained from the variables, Kruskal Wallis H test and Spearman-Brown Correlation Analysis were performed, and Mann Whitney U test was applied to determine the direction of the differences. Based on the findings, it was concluded that academicians have a high level of lifelong learning tendencies. While the lifelong learning tendencies of academicians differ according to the variables of educational status and field of science; did not differ according to academic title variables. It was concluded that the academicians' thinking styles levels were at a moderate level. The thinking styles of the academicians differed in terms of educational status, academic title and field of science variables. It has been concluded that the relationship between academicians' lifelong learning tendencies and thinking styles is at a significant level in terms of total and sub-dimension scores, generally below the medium level and in a positive direction.

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Section: Lifelong Learning Tendency and Thinking Style Levels Of Acad...mentioning

confidence: 92%

Section: Lifelong Learning Tendency and Thinking Style Levels Of Acad...mentioning

confidence: 95%

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

ÖZKIR,

ESKİCİ

2023

Journal of Teacher Education and Lifelong Learning

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“…Sonuçlar açısından bu çalışmalar farklılıklar göstermektedir. Buna göre mevcut araştırma bulgusuyla paralel olarak öğretmenlerin yüksek düzeyde iş doyumuna sahip oldukları bulgusuna ulaşan araştırmaların (Aşlamacı, 2017;Başaran & Güçlü, 2018;İdi, 2017;Kahveci, Kotbaş & Bayram, 2019;Polatkan, 2016;Sevinç & Durmuşçelebi, 2020) sayısı fazladır. Öğretmenlerin iş doyumlarının orta düzeyde olduğu araştırmaların (Can, Can & Dalaman, 2010;Çakmak & Arabacı, 2017;Demirtaş & Nacar, 2018;İnce & Şahin, 2016;Köse, 2019;Yıldız, 2013) sayısı da oldukça fazladır.…”

Section: Tartışma Ve Sonuçunclassified

Okul Yöneti̇ci̇leri̇ni̇n Eti̇k Li̇derli̇k Davranişlarinin Öğretmenleri̇n Öznel İyi̇ Oluş Ve İş Doyumlari Üzeri̇ndeki̇ Etki̇si̇

Katitaş¹,

KARADAŞ²,

Coşkun³

2022

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada okul yöneticilerinin sergiledikleri etik liderlik davranışlarının öğretmenlerin öznel iyi oluşu ve iş doyumu üzerindeki etkisi incelenmiştir. Araştırmanın örneklemini, Mardin ili kamu okullarında görev yapan ve basit seçkisiz örnekleme yöntemi ile belirlenen 545 öğretmen oluşturmuştur. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın verileri "Etik Liderlik Ölçeği", "Öğretmen Öznel İyi Oluş Ölçeği" ve "İş Doyumu Ölçeği" kullanılarak toplanmıştır. Verilerin analizinde betimleyici istatiksel analizler, Pearson Korelasyon Analizi ve Basit Doğrusal Regresyon Analizi uygulanmıştır. Araştırma sonucunda öğretmen algılarına göre okul yöneticilerinin etik liderlik davranışları sergileme düzeyleri ile öğretmenlerin öznel iyi oluş ve iş doyum düzeyleri yüksek çıkmıştır. Eğitim örgütlerinde okul yöneticilerinin etik liderlik davranışları ile öğretmenlerin öznel iyi oluşları ve iş doyumları arasında olumlu yönde ve anlamlı bir ilişkinin olduğu bulunmuştur. Ayrıca etik liderliğin öğretmenlerin öznel iyi oluşlarının ve iş doyumlarının anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. Araştırma sonuçları ilgili literatür ışığında tartışılmış ve sonrasında araştırmacılar ve uygulayıcılar için öneriler geliştirilmiştir.

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Examining the Relationships Between Lifelong Learning and Self-Confidence of Women Working in the Public Sector

Uzun,

Şahan

2024

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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The aim of this research, which emphasizes the importance of the concept of self-confidence in being a lifelong learner and tries to explain the place of self-confidence in the context of lifelong learning, is to reveal the relationship between the self-confidence levels and lifelong learning levels of women working in the public sector, the lifelong learning levels of working women and To examine their self-confidence in terms of various variables (age, profession, marital status, educational status, years of service). The research was conducted with the relational scanning model, one of the general scanning models. Data were collected with the Women's Self-Confidence Scale and the Employees' Lifelong Learning Scale. The sample group consists of 396 female employees working in the public sector in the center of a province located in the Western Black Sea Region. As a result of the research, it was determined that the self-confidence levels and lifelong learning levels of working women were high. While there was no significant difference between women's self-confidence levels and the variables of age, marital status, education level, professional group, and years of service; It was observed that the only variable that had a relationship with self-confidence was income level. A significant relationship was found between the lifelong learning level of women and the variables of age, education level, occupational group, years of service and income level; It was revealed that there was no significant relationship with the marital status variable. There is a moderate positive relationship between working women's lifelong learning levels and their self-confidence. It has also been concluded that the self-confidence of working women makes it easier for them in their working lives and has positive effects on their lifelong learning competencies.

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Öğretmenlerin Yaşam Boyu Öğrenme Eğilimleri ile İş Doyumları Arasındaki İlişkinin İncelenmesi

Cited by 6 publications

References 15 publications

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

Examination Of The Relationship Between Academicians' Life Long Learning Tendencies And Thinking Styles

Okul Yöneti̇ci̇leri̇ni̇n Eti̇k Li̇derli̇k Davranişlarinin Öğretmenleri̇n Öznel İyi̇ Oluş Ve İş Doyumlari Üzeri̇ndeki̇ Etki̇si̇

Examining the Relationships Between Lifelong Learning and Self-Confidence of Women Working in the Public Sector

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