The relationship between candidate teachers' communication skills and their attitudes towards teaching profession (Sakarya University sample)

Abstract

ÖzetBu araştırmanın amacı okul öncesi öğretmen adaylarının öğretmenlik mesleğine ilişkin tutumları ile iletişim becerileri arasındaki ilişkinin incelenmesidir. Araştırmanın modeli ilişkisel tarama modelidir. Araştırmanın çalışma grubunu 2011-2012 eğitim öğretim yılı bahar döneminde Sakarya Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Okul Öncesi Eğitimi Anabilim Dalı'nda öğrenim gören 180 birinci ve dördüncü sınıf öğrencileri oluşturmaktadır. Öğretmen adaylarının iletişim becerilerini ölçmek için Ersanlı ve Balcı (1998) tarafından geliştirilen Öğretmen İletişim Becerileri Ölçeği ile öğretmenlik mesleğine yönelik tutumları ölçmek için Şaban (2006) tarafından geliştirilen Öğretmenlik Meslek Tutum Ölçeği kullanılmıştır. Araştırma sonucunda öğretmen adaylarının cinsiyet ve sınıf değişkenlerinin iletişim becerileri ve mesleğe yönelik tutumları üzerinde anlamlı fark yaratmadığı saptanmıştır. Öğretmenlik mesleğine yönelik tutumun alt boyutlarından değer alt boyutu ile öğretmen adaylarının iletişim becerileri arasında düşük düzeyde anlamlı bir ilişki bulunduğu tespit edilmiştir. Anahtar kelimeler: İletişim becerileri, öğretmenlik mesleğine yönelik tutum, öğretmen adayları. AbstractThe aim of this study is to examine the relationship between preschool teacher candidates' communication skills and attitudes towards the teaching profession. In Sakarya University Preschool Education Department students constitue the study population. A total of 180 first and fourth grade students consist of research sample. Teachers Communication Skills Inventory developed by Ersanlı&Balcı (1998) and Teaching Professional Attitude Scale developed by Şaban (2006) were used as data collection tools. As a result of research both candidate teachers' communication skills and their attitudes towards teaching profession were not differed significantly by gender and grade variables. It was also determined that there is a significant and positive correlation between candidate teachers' communication skills and value sub-dimension of the scale.

Analysis on the Relationship between the Attitude of Teacher Candidates towards Teaching Profession and the Perception of ICT Self-Efficacy

“…In the study, the attitudes of female teachers' attitudes towards the teaching profession was statistically significantly higher than male teachers. This finding of the research is similar with the research results of [8], [1], [29], [3], [30], [4], [31]. However according to the research results of [9], attitude towards the teaching profession for both male and female candidates are similar.…”

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

“…When the professional attitude total scores were examined, no significant difference was found among females and males. In other studies (Aydın &Tekneci, 2013;Durmuşoğlu et al, 2009;Pehlivan, 2010;Tunçeli, 2013;Yalız, 2010) females displayed more positive attitudes towards the teaching profession compared to males. Additionally, some studies that arrived at a different conclusion (Polat, 2013;Kahyaoğlu et al, 2013) are also available.…”

The Effects of Genders of Prospective Teachers on their Attitudes towards Teaching Profession: A Meta-Analysis

“…According to the Z test performed to determine the significance of the Hedges g values calculated according to the random effect model, it can be said that the difference in effect size was significant since p <0.05 was found in 19 studies (Baykara Pehlivan, 2010; Pektaş and Kamer, 2011;Tümkaya, 2011;Aydın and Sağlam, 2012;Gökçe and Sezer, 2012;Gür Erdoğan and Zafer Güneş, 2012;Kızıltaş et al, 2012;Aydın and Tekneci, 2013;Çağlar, 2013;İpek et al, 2015;Karatekin et al, 2015;İlter and Köksalan, 2011;Uğurlu and Polat, 2011), but because it was p> Korkmaz and Usta, 2010;Kayan-Fadlelmula, 2013;Kahyaoğlu et al, 2013;Tanel and Tanel, 2013;Tunçeli, 2013;Akgün and Özgür, 2014;Taşdemir, 2014;Dinçer and Yılmaz, 2015;Kesen and Polat, 2014), it was not statistically significant. The z-test calculations performed to determine the statistical significance of the effect size in the random effect model were found to be z = 6,336 and p = 0,000.…”

“…In the study conducted on Sakarya University Faculty of Education Preschool Education program, it was found that gender and class variables did not create a significant difference on the attitudes of prospective teachers towards teaching profession and communication skills (Tunçeli, 2013).…”