Social Studies Teacher’s Attitudes Towards Value-Centered School Culture

Songül Balik; Emine Meliha Kurtdaş

Article Details

Social Studies Teacher’s Attitudes Towards Value-Centered School Culture

Authors:

Songül Balik | Emine Meliha Kurtdaş

Publisher:

Dicle University

Main Topics:

Sosyal Bilgiler Eğitimi

Journal:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.50-77

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001338559

pISSN:

1305-0060

Keywords:

Abstract:

 The aim of this study is to examine the attitudes of social studies teachers towards value-centered school culture. The survey model, one of the quantitative research methods, was used in the research. The sample comprised 258 social studies teachers working in schools affiliated with the Ministry of National Education in Şanlıurfa during the 2021-2022 academic year. These participants were selected through a random sampling method from a population of 1,145 individuals and voluntarily agreed to participate in the study. A questionnaire form was used as a data collection tool in the research. The first part of the questionnaire contained eight questions aimed at identifying the demographic characteristics of the Social Studies teachers participating in the research. The second part incorporated the Value - Centered School Culture Scale. SPSS 24.0 statistical data evaluation program was used in the analysis of the research data. As a result of the research, it was found that the attitudes of male teachers towards value-centered school culture were higher than female teachers. Additionally, it was revealed that teachers aged 36-40, single teachers, those without children, those who were raised in rural areas villages, those holding an undergraduate degree, and those with a professional seniority of 11 years or more have a higher level of attitudes towards school culture compared to the other teachers.

 The aim of this study is to examine the attitudes of social studies teachers towards value-centered school culture. The survey model, one of the quantitative research methods, was used in the research. The sample comprised 258 social studies teachers working in schools affiliated with the Ministry of National Education in Şanlıurfa during the 2021-2022 academic year. These participants were selected through a random sampling method from a population of 1,145 individuals and voluntarily agreed to participate in the study. A questionnaire form was used as a data collection tool in the research. The first part of the questionnaire contained eight questions aimed at identifying the demographic characteristics of the Social Studies teachers participating in the research. The second part incorporated the Value - Centered School Culture Scale. SPSS 24.0 statistical data evaluation program was used in the analysis of the research data. As a result of the research, it was found that the attitudes of male teachers towards value-centered school culture were higher than female teachers. Additionally, it was revealed that teachers aged 36-40, single teachers, those without children, those who were raised in rural areas villages, those holding an undergraduate degree, and those with a professional seniority of 11 years or more have a higher level of attitudes towards school culture compared to the other teachers.

 The aim of this study is to examine the attitudes of social studies teachers towards value-centered school culture. The survey model, one of the quantitative research methods, was used in the research. The sample comprised 258 social studies teachers working in schools affiliated with the Ministry of National Education in Şanlıurfa during the 2021-2022 academic year. These participants were selected through a random sampling method from a population of 1,145 individuals and voluntarily agreed to participate in the study. A questionnaire form was used as a data collection tool in the research. The first part of the questionnaire contained eight questions aimed at identifying the demographic characteristics of the Social Studies teachers participating in the research. The second part incorporated the Value - Centered School Culture Scale. SPSS 24.0 statistical data evaluation program was used in the analysis of the research data. As a result of the research, it was found that the attitudes of male teachers towards value-centered school culture were higher than female teachers. Additionally, it was revealed that teachers aged 36-40, single teachers, those without children, those who were raised in rural areas villages, those holding an undergraduate degree, and those with a professional seniority of 11 years or more have a higher level of attitudes towards school culture compared to the other teachers.

 Bu çalışmanın amacı, Sosyal Bilgiler öğretmenlerinin değer merkezli okul kültürüne ilişkin tutumlarını incelemektir. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın örneklemi, 2021-2022 eğitim öğretim yılında Şanlıurfa ilinde, Millî Eğitim Bakanlığına bağlı okullarda görev yapmakta olan, 1145 kişilik evren içerisinden basit seçkisiz örnekleme yöntemiyle tespit edilen ve araştırmaya katılmaya gönüllü olan 258 Sosyal Bilgiler öğretmenidir. Araştırmada veri toplama aracı olarak anket formu kullanılmıştır. Anket formunun birinci bölümünde araştırmaya katılan Sosyal Bilgiler öğretmenlerinin demografik özelliklerinin tespit edilmesi amacıyla sorulmuş 8 soru yer almaktadır. Veri toplama aracının ikinci bölümünde ise Değer Merkezli Okul Kültürü Ölçeği yer almaktadır. Araştırma verilerinin analizinde SPSS 24.0 istatistiksel veri değerlendirme programı kullanılmıştır. Araştırmanın sonucunda erkek öğretmenlerin değer merkezli okul kültürüne yönelik tutum düzeylerinin kadın öğretmenlere göre daha yüksek olduğu, 36-40 yaşları arasındaki öğretmenler ile bekâr öğretmenlerin, çocuğu olmayan, köyde doğup büyüyen, lisans eğitimi almış, 11 yıl ve üzeri mesleki kıdemi olanların değer merkezli okul kültürüne yönelik tutum düzeylerinin diğer öğretmenlere göre daha yüksek olduğu sonucuna varılmıştır.

Article Details

Social Studies Teacher’s Attitudes Towards Value-Centered School Culture

Authors:

Songül Balik | Emine Meliha Kurtdaş

Publisher:

Dicle University

Main Topics:

Sosyal Bilgiler Eğitimi

Journal:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.50-77

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001338559

pISSN:

1305-0060

value education

Social Studies

teacher

School Culturedeğerler eğitimi

sosyal bilgiler

öğretmen

okul kültürü

Issues

Article Details

Authors: Songül Balik | Emine Meliha Kurtdaş

Publisher: Dicle University

Main Topics: Sosyal Bilgiler Eğitimi

Journal: Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.50-77

Document Type: Article

Publication Date: 12/2024

Document Language: Turkish

Document ID (Org No.): 2001338559

pISSN: 1305-0060

Issues

Authors:

Songül Balik | Emine Meliha Kurtdaş

Publisher:

Dicle University

Main Topics:

Sosyal Bilgiler Eğitimi

Journal:

Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi Issue 46, pp.50-77

Document Type:

Article

Publication Date:

12/2024

Document Language:

Turkish

Document ID (Org No.):

2001338559

pISSN:

1305-0060