Okul Öncesi Öğretmenlerinin Mesleki Yeterlikleri ve Çocukluk Çağı Travmaları Arasındaki İlişkinin Belirlenmesi
Author :
Abstract
Bu çalışmada, okul öncesi öğretmenlerin mesleki yetkinlikleri ile yaşadıkları çocukluk çağı travmalarının ilişkisinin belirlenmesi amaçlanmıştır. Çalışmanın evrenini Konya ili merkez ilçeleri Milli Eğitim Bakanlığına bağlı okullarda çalışan okul öncesi öğretmenleri oluşturmaktadır. Betimsel araştırma yöntemlerinden ilişkisel tarama modeli ile yapılan araştırmanın bağımlı ve bağımsız değişkenleri arasındaki ilişkinin incelenmesi için Yapısal Eşitlik Modeli (YEM) kullanılmıştır. Araştırma verilerinin toplanmasında, 2017 yılında Kazu ve Demiralp tarafından geliştirilen “Kişisel-Mesleki Yetkinlikler Algı Ölçeği” ve 2012 yılında Şar ve arkadaşları tarafından Türkçe’ ye uyarlanan, “Çocukluk Çağı Travmaları Ölçeği (CTQ-28)” kullanılmıştır. Toplanan verilerin analizinde, ölçüm modeli olarak doğrulayıcı faktör analizi kullanılmış, çalışmanın veri analizleri SPSS (21.0) ve LİSREL (8.0) programları ile yapılmıştır. Yapılan bu çalışmanın sonucuna göre; araştırmaya dâhil olan okul öncesi öğretmenlerin mesleki yetkinliklerinden, “Bağımsız Çalışabilme-Sorumluluk Alabilme Yetkinliği”, “Alana Özgü Yetkinliği”, “Öğrenme Yetkinliği” ve “İletişim Sosyal Yetkinliği”, aynı öğretmenlerin kendi çocukluk travmaları tarafından pozitif yönde anlamlı olarak yordanmaktadır.
Keywords
Abstract
In this study, it was aimed to determine the relationship between the professional competencies of preschool teachers and their childhood traumas. The universe of the study consists of pre-school teachers working in the schools affiliated to the Ministry of National Education in the central districts of Konya. Structural Equation Model (SEM) was used to examine the relationship between the dependent and independent variables of the research, which was conducted with the relational survey model, one of the descriptive research methods. “Personal-Vocational Competencies Perception Scale” developed by Kazu and Demiralp in 2017 and “Childhood Trauma Scale (CTQ-28)” adapted into Turkish by Şar et al. in 2012 were used to collect the research data. In the analysis of the collected data, confirmatory factor analysis was used as the measurement model, and the data analyzes of the study were performed with SPSS (21.0) and LISREL (8.0) programs. According to the results of this study; Among the professional competencies of the pre-school teachers included in the research, the Competence of Working Independently-Taking Responsibility, Domain-Specific Competence, Learning Competence and Communication Social Competence are positively predicted by the same teachers' own childhood traumas.
Keywords
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