Investigation of Classroom Teachers’ Professional Innovation Tendencies

Esra Yüceer; Songül Tümkaya

Article Details

Investigation of Classroom Teachers’ Professional Innovation Tendencies

Authors:

Esra Yüceer | Songül Tümkaya

Publisher:

Van Yuzuncu Yıl University

Main Topics:

Alan Eğitimleri

Journal:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.72-94

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001315567

pISSN:

1305-2020

Keywords:

Abstract:

 The aim of this research is to reveal the classroom teachers professional innovation tendencies. The professional innovativeness tendencies of classroom teachers were discussed according to gender, professional seniority, education level, type of institution, willingness to choose the teaching profession, location of employment, participation in professional development training within a year. In this study survey model, a quantitative research method, was used. Simple random sampling was used in picking the sample. The universe of the research consists of 360 classroom teachers whom 194 female and 166 male which were giving education in the province of Osmaniye in the academic year of 2020-2021. Professional Innovation Tendency Scale of Classroom Teachers, Scale of Attitude Towards Distance Education developed were used as data collection tools and Personal Information Form was used for demographic information in the research. In the analysis of the obtained data, descriptive analysis, One-Sample t- Test, One Way ANOVA and Chi-Square test were used. According to the data obtained as a result of the analysis, the professional innovativeness tendency of classroom teachers levels are detected as good above average. According to the scale of the professional innovativeness tendencies of the classroom teachers total score, it is seen that female teachers compared to male teachers and teachers working in private schools compared to teachers working in public schools are more innovative. Moreover it is determined that the professional innovativeness tendencies of teachers, really want to be a teacher by heart and the teachers participated in any professional development programs in the last year are higher. There is no significant difference between classroom teachers professional innovativeness tendency scores and their age, professional seniority, level of education, location of employment, and professional development programs they have attended in the last year.

 The aim of this research is to reveal the classroom teachers professional innovation tendencies. The professional innovativeness tendencies of classroom teachers were discussed according to gender, professional seniority, education level, type of institution, willingness to choose the teaching profession, location of employment, participation in professional development training within a year. In this study survey model, a quantitative research method, was used. Simple random sampling was used in picking the sample. The universe of the research consists of 360 classroom teachers whom 194 female and 166 male which were giving education in the province of Osmaniye in the academic year of 2020-2021. Professional Innovation Tendency Scale of Classroom Teachers, Scale of Attitude Towards Distance Education developed were used as data collection tools and Personal Information Form was used for demographic information in the research. In the analysis of the obtained data, descriptive analysis, One-Sample t- Test, One Way ANOVA and Chi-Square test were used. According to the data obtained as a result of the analysis, the professional innovativeness tendency of classroom teachers levels are detected as good above average. According to the scale of the professional innovativeness tendencies of the classroom teachers total score, it is seen that female teachers compared to male teachers and teachers working in private schools compared to teachers working in public schools are more innovative. Moreover it is determined that the professional innovativeness tendencies of teachers, really want to be a teacher by heart and the teachers participated in any professional development programs in the last year are higher. There is no significant difference between classroom teachers professional innovativeness tendency scores and their age, professional seniority, level of education, location of employment, and professional development programs they have attended in the last year.

 The aim of this research is to reveal the classroom teachers professional innovation tendencies. The professional innovativeness tendencies of classroom teachers were discussed according to gender, professional seniority, education level, type of institution, willingness to choose the teaching profession, location of employment, participation in professional development training within a year. In this study survey model, a quantitative research method, was used. Simple random sampling was used in picking the sample. The universe of the research consists of 360 classroom teachers whom 194 female and 166 male which were giving education in the province of Osmaniye in the academic year of 2020-2021. Professional Innovation Tendency Scale of Classroom Teachers, Scale of Attitude Towards Distance Education developed were used as data collection tools and Personal Information Form was used for demographic information in the research. In the analysis of the obtained data, descriptive analysis, One-Sample t- Test, One Way ANOVA and Chi-Square test were used. According to the data obtained as a result of the analysis, the professional innovativeness tendency of classroom teachers levels are detected as good above average. According to the scale of the professional innovativeness tendencies of the classroom teachers total score, it is seen that female teachers compared to male teachers and teachers working in private schools compared to teachers working in public schools are more innovative. Moreover it is determined that the professional innovativeness tendencies of teachers, really want to be a teacher by heart and the teachers participated in any professional development programs in the last year are higher. There is no significant difference between classroom teachers professional innovativeness tendency scores and their age, professional seniority, level of education, location of employment, and professional development programs they have attended in the last year.

 Bu araştırmada, sınıf öğretmenlerinin mesleki yenilikçilik eğilim düzeylerini incelemek amaçlanmıştır. Sınıf öğretmenlerinin mesleki yenilikçilik eğilimleri cinsiyet, mesleki kıdem, eğitim düzeyi, görev yapılan kurum türü, öğretmenlik mesleğini isteyerek seçme durumu, görev yapılan yerleşim birimi, bir yıl içerisinde mesleki gelişim eğitimlerine katılma durumlarına göre ele alınmıştır. Araştırma nicel araştırma modellerinden betimsel tarama modeli ile gerçekleştirilmiştir. Araştırmada kullanılan veriler 2020-2021 Eğitim-Öğretim yılı Osmaniye İl Milli Eğitim Müdürlüğüne bağlı okullarda görev yapan 196 kadın, 164 erkek olmak üzere toplam 360 sınıf öğretmeninden elde edilmiştir. Araştırmada sınıf öğretmenlerinin mesleki yenilikçilik eğilimlerini belirlemek amacıyla Sınıf Öğretmenlerinin Mesleki Yenilikçilik Eğilimleri Ölçeği; demografik bilgileri belirlemek amacıyla Kişisel Bilgi Formu kullanılmıştır. Verilerin analizinde betimsel istatistik, t-testi, ANOVA, Ki-Kare analizi teknikleri kullanılmıştır. Analiz sonucunda elde edilen bulgulara göre, sınıf öğretmenlerinin meslek yenilikçilik düzeylerinin ortanın üstünde iyi olduğu tespit edilmiştir. Ölçek toplam puanına göre kadın öğretmenlerin erkek öğretmenlere oranla, özel okulda çalışan öğretmenlerin devlet okulunda çalışan öğretmenlere oranla daha yenilikçi oldukları anlaşılmıştır. Öğretmenlik mesleğini isteyerek seçen öğretmenlerin ve son bir yılda mesleki gelişim programına katılan öğretmenlerin mesleki yenilikçilik eğilimlerinin daha yüksek olduğu tespit edilmiştir. Sınıf öğretmenlerinin mesleki yenilikçilik eğilim puanları ile mesleki kıdem, eğitim düzeyi, görev yapılan yerleşim birimi arasında anlamlı bir farklılık bulunmamıştır.

Article Details

Investigation of Classroom Teachers’ Professional Innovation Tendencies

Authors:

Esra Yüceer | Songül Tümkaya

Publisher:

Van Yuzuncu Yıl University

Main Topics:

Alan Eğitimleri

Journal:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.72-94

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001315567

pISSN:

1305-2020

Class teachers

innovativeness

professional innovativenessSınıf öğretmenleri

yenilikçilik

mesleki yenilikçilik

Issues

Article Details

Investigation of Classroom Teachers’ Professional Innovation Tendencies

Authors: Esra Yüceer | Songül Tümkaya

Publisher: Van Yuzuncu Yıl University

Main Topics: Alan Eğitimleri

Journal: Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.72-94

Document Type: Article

Publication Date: 4/2024

Document Language: Turkish

Document ID (Org No.): 2001315567

pISSN: 1305-2020

Class teachers

innovativeness

professional innovativenessSınıf öğretmenleri

yenilikçilik

mesleki yenilikçilik

Issues

Authors:

Esra Yüceer | Songül Tümkaya

Publisher:

Van Yuzuncu Yıl University

Main Topics:

Alan Eğitimleri

Journal:

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.72-94

Document Type:

Article

Publication Date:

4/2024

Document Language:

Turkish

Document ID (Org No.):

2001315567

pISSN:

1305-2020