Author :
Abstract
Bu araştırmanın amacı, öğretmenlerin iletişim becerilerini ve motivasyonunu cinsiyet, kıdem, eğitim durumu ve branşın ne derece yordadığını; iletişim becerileri ile motivasyonu arasındaki ilişkiyi ortaya koymaktır. Araştırmanın çalışma evrenini Denizli ili merkez ilçesi Pamukkale ve Merkezefendi’deki kamu okul öncesi, ilkokul, ortaokul ve liselerinde çalışan öğretmenler oluşturmaktadır. Çalışma evreninden oranlı küme örnekleme yöntemiyle 726 öğretmen seçilmiştir. Araştırmanın verileri Çetinkanat (1997) tarafından geliştirilen “Öğretmen iletişim becerileri ölçeği” ve Yıldırım (2006) tarafından geliştirilen “Öğretmen motivasyonuna etki eden faktörler ölçeği”yle toplanmıştır. Uygulama sonucunda “Öğretmen iletişim becerileri ölçeği” Cronbach's Alpha güvenirlik katsayısı r= 0.93; “Öğretmen motivasyonuna etki eden faktörler ölçeği” Cronbach's Alpha güvenirlik katsayısı r= 0.97 olarak bulunmuştur. Verilerin çözümlenmesinde “SPSS For Windows (Statistical Packages for Social Sciences)” paket programı kullanılmıştır. Veriler çoklu regrasyon ve Spearman korelasyon katsayısı tekniğiyle çözümlenerek yorumlanmıştır. Araştırmada şu sonuçlara ulaşılmıştır; kıdemin öğretmenlerin iletişim becerilerinin anlamlı bir yordayıcısı olduğu belirlenmiştir. Cinsiyetin öğretmenlerin motivasyonunda anlamlı bir yordayıcısı olduğu ortaya çıkmıştır. Öğretmenlerin iletişim becerileri ile motivasyonu arasında pozitif yönde düşük düzeyde anlamlı bir ilişki bulunmuştur.
Keywords
Abstract
The aim of this study is to identify to what extend gender, experience, education status and field of study predict the correlation between communication skills and motivation of teachers and reveal the correlation between communication skills and motivation. The target population of the study consists of teachers working in state schools from preschools, primary schools, secondary and high schools in Pamukkale and Merkezefendi which are central districts of Denizli province. 726 teachers were selected from target population using proportional sampling method. Data were collected using “Teacher Communication Skills Scale” developed by Çetinkanat (1997) and “Inventory of Factors Affecting Teacher Motivation” developed by Yıldırım (2006). At the end of the administration, Cronbach Alpha reliability coefficient for “Teacher Communication Skills Scale” and “Inventory of Factors Affecting Teacher Motivation” was found 0.93 and 0.97 respectively. Data were analyzed using multiple regression and Pearson correlation coefficient techniques with the help of SPSS for Windows (Statistical Packages for Social Sciences). At the end of the study it was identified that experience is a significant predictor of teachers’ communication skills. It was seen that gender is a significant predictor of teacher motivation. A positive and low-level significant correlation between communication skills and motivation of teachers was identified.
Keywords
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