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Ortaokul Öğretmenlerinde Yaşamin Anlami Ile Sinif Yönetimi Davranişlari Arasindaki Ilişki

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Ortaokul Öğretmenlerinde Yaşamin Anlami Ile Sinif Yönetimi Davranişlari Arasindaki Ilişki T.C. MARMARA ÜNİVERSİTESİ İSTANBUL SABAHATTİN ZAİM ÜNİVERSİTESİ EĞİTİM YÖNETİMİ VE DENETİMİ BİLİM DALI ORTAK YÜKSEK LİSANS PROGRAMI ORTAOKUL ÖĞRETMENLERİNDE YAŞAMIN ANLAMI İLE SINIF YÖNETİMİ DAVRANIŞLARI ARASINDAKİ İLİŞKİ YÜKSEK LİSANS TEZİ Erkan TAPTIK İstanbul Şubat-2019 - 1 - T.C. MARMARA ÜNİVERSİTESİ İSTANBUL SABAHATTİN ZAİM ÜNİVERSİTESİ EĞİTİM YÖNETİMİ VE DENETİMİ BİLİM DALI ORTAK YÜKSEK LİSANS PROGRAMI ORTAOKUL ÖĞRETMENLERİNDE YAŞAMIN ANLAMI İLE SINIF YÖNETİMİ DAVRANIŞLARI ARASINDAKİ İLİŞKİ YÜKSEK LİSANS TEZİ Erkan TAPTIK Tez Danışmanı Dr. Öğr. Üyesi Turgay ŞİRİN İstanbul Şubat-2019 - 1 - i ii ÖNSÖZ Bu araştırmayı yapma fikri, eğitimcilerin dini eğilimleri, hayatı kavrayışları ya da algılama biçimlerinin sınıf yönetimi becerilerinin ve davranışlarının üzerine dolayısıyla da eğitim üzerine ne kadar etkisi olduğunun merak edilmesinden doğmuştur. Konunun oluşması aşamasında çalışılacak grubun öğretmenler olması gerektiği ve sınıf ortamının ele alınması gerektiği düşünülerek konuya belli bir sınır çizildi. İnsanların tümüyle aynı şeyleri yaşayıp farklı şeyler algılayarak farklı anılar oluşturması ve farklı çıkarsamalar yapması olasıdır. Yani yaşanılan tek dünya olsa da algıda herkesin farklı bir dünyası vardır. Bu da yaşamın anlamından kaynaklanır. Kimi için hayatta tek önemli şey başarıdır, kimi için para, kimi için sağlık, kimi için aile… Bu durumda kişinin hayatı da yaşamı merkezine koyduğu şeyle şekillenir. Eğitimciler sınıf yönetimi konusunda ne kadar yaklaşım, yöntem, teknik uygularsa uygulasın, sonuçta işin merkezinde insan bulunduğundan kişisel durumları da sınıf yönetimi konusunda belirleyici bir faktör olabilir. Eğitimcilerin yaşamı kavrayışları, anlamlandırmaları sınıf yönetimi davranışları ve stratejilerinin oluşmasında ne kadar etkilidir? Sorusu ister istemez aklımıza gelmekte ve merak uyandırmaktadır. Biz bu araştırmada “ortaokul öğretmenlerinde yaşamın anlamı ile sınıf yönetimi davranışları arasındaki ilişki” yi incelemeye çalışacağız. Araştırmada ilham kaynağım olarak ve katkılarıyla yolumuzu açan Sayın Hocam Dr. Öğr. Üyesi Turgay ŞİRİN’e, araştırmamızda ölçekleriyle katkılarını esirgemeyen Prof. Dr. Ahmet AKIN’a, Doç Dr. İdris ŞAHİN’e, Dr. Öğr. Üyesi Uğur ALTUNAY’a, değerli öğretmenim Ayten KIRBAŞ’a, sevgili kardeşim Erkut TAPTIK’a, “iyi insan” olma yolunda katkı sağlayan tüm öğretmenlerime ve her daim desteklerini esirgemeyen sevgili eşime teşekkürlerimi bir borç bilirim. Erkan TAPTIK Şubat-2019 iii ÖZET ORTAOKUL ÖĞRETMENLERİNDE YAŞAMIN ANLAMI İLE SINIF YÖNETİMİ DAVRANIŞLARI ARASINDAKİ İLİŞKİ Erkan TAPTIK Yüksek Lisans, Eğitim Yönetimi ve Denetimi Tez danışmanı: Dr. Öğr. Üyesi Turgay ŞİRİN Şubat-2019, 134 Sayfa+ xii Bu araştırma ortaokul öğretmenlerinde yaşamın anlamı ile sınıf yönetimi davranışlarının arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Çalışmanın evreni İstanbul ili, Küçükçekmece ilçesinde görev yapan 1384 ortaokul öğretmeni, örneklemi ise Küçükçekmece ilçesinde görev yapan ortaokul öğretmenlerinden seçkisiz örneklem yöntemine göre belirlenen 321 ortaokul öğretmeninden oluşmaktadır. Çalışmada veri toplama aracı olarak “Sınıf Yönetimi Ölçeği” ve “Kişisel Anlam Profili Ölçeği” kullanılmıştır. Ölçeklerin “Kişisel Bilgi Formu” kısmında öğretmenlerin kişisel ve mesleki özelliklerini de içeren kapalı uçlu sorular yer almaktadır. Ölçeklerden elde edilen veriler analiz edilmiş ve sonuç olarak örneklemin “Sınıf Yönetimi” ile “Kişisel Anlam Profili” ölçek puanları arasında korelasyonel olarak anlamlı bir ilişki olduğu görülmüştür. Sınıf yönetimi alt boyutlarından Derse Başlama ve İlgi ile Kişisel Anlam Profili ve alt boyutları arasında zayıf yönlü ilişkinin var olduğu görülmektedir. Etkileşimsel Davranışlar ile Kişisel Anlam Profili ve alt boyutlarından Din ve Adil Muamele ya da Algılanan Adalet dışında diğerleri ile zayıf ilişki bulunmuştur. İlgiyi Sürdürme ve Sorun Çözme Davranışları ile Kişisel Anlam Profili ve alt boyutlarından Din ve Adil Muamele ya da Algılanan Adalet alt boyutları arasında ilişki bulunamamış, diğer alt boyutlar ile aralarında ilişki bulunmuştur. Uyarma Davranışları ile sadece İlişkiler ve Kendini Aşma alt boyutları arasında zayıf ilişki bulunmuştur. Demokratik Davranışlar ile Din, Kendini Kabul ve Adil Muamele ya da Algılanan Adalet alt boyutları arasında ilişki bulunamamış, diğer alt boyutlar ile aralarında ilişki bulunmuştur. Anahtar Kelimeler: Yaşamın Anlamı, Sınıf Yönetimi, ilişki iv ABSTRACT AN INVESTIGATION OF THE RELATIONSHIP BETWEEN THE MEANING OF THE LIFE IN SECONDARY SCHOOL TEACHERS AND BEHAVIOURS IN CLASSROOM MANAGEMENT Erkan TAPTIK Master, Eğitim Yönetimi ve Denetimi Thesis Advisor: Asst. Prof. Dr. Turgay ŞİRİN February-2019, 134 Pages+ xii This research has been conducted in order to identify the connection between the Meaning of Life in secondary school teachers and Classroom Management Behaviours. The universe of study has been formed of 1384 secondary school teachers who work in Kucukcekmece District of Istanbul, also the sampling has been formed of 321 secondary school teachers who work in Kucukcekmece, have been identified according to random sampling method. Classroom Management Scale and Personal Meaning Profile Scales have been used for data acquisition. Close ended questions which deal with the personal characteristics and vocational features of teachers have been applied in Personal Information Form part of the scales. The data which have been acquired from the scales have been analyzed. As a result, it has been seen that there is a connection between Classroom Management and Personal Meaning Profile and this correlation is positive oriented. It has been seen that there is a weak correlation between Personal Meaning Profile, its lower dimensions, and lower dimensions of Classroom Management; Starting a lesson and Interest. There is a weak correlation between Interactive Behaviours and Personal Meaning Profile and its lower dimensions except for Religion and Fair Treatment or Perceived Fairness. A connection hasn’t been established between Keeping Interest Alive, Problem Solving Behaviours and Religion, Fair Treatment or Perceived Fairness which are the lower dimensions of Personal Meaning Profile. But there is a connection with the other dimensions. A weak connection has been established between Warning Behaviours and the lower dimensions, only Relationships and Going Beyond Yourself. A connection hasn’t been established between the Democratic Behaviours and Religion, Self Acceptance , Fair Treatment or Perceived Fairness. But there is a connection with the other dimensions. Keywords: The Meaning of Life, Classroom Management , Connection v İÇİNDEKİLER TEZ ONAYI ................................................................................................................ i BİLİMSEL ETİK BİLDİRİMİ................................................................................. ii ÖNSÖZ ...................................................................................................................... iii ÖZET ......................................................................................................................... iv ABSTRACT ................................................................................................................ v İÇİNDEKİLER ......................................................................................................... vi TABLOLAR LİSTESİ .............................................................................................. x KISALTMALAR LİSTESİ ..................................................................................... xii BİRİNCİ BÖLÜM GİRİŞ .......................................................................................................................... 1 1.1. Problem Durumu ............................................................................................... 1 1.2. Araştırmanın Problem Cümlesi ......................................................................... 3 1.3. Araştırmanın Alt Problemleri ............................................................................ 3 1.4. Sayıltılar ............................................................................................................ 3 1.5.Sınırlılıklar .......................................................................................................... 3 1.6.Araştırmanın Önemi ........................................................................................... 4 İKİNCİ BÖLÜM KURAMSAL ÇERÇEVE .......................................................................................... 5 2.1. YAŞAMIN ANLAMI .......................................................................................... 5 2.1.1.Yaşamın Anlamı Nedir? .................................................................................. 5 2.1.2.Yaşamın Anlamı Kavramının Düşünsel Altyapısı .......................................... 9 2.1.2.1.Victor Frankl ............................................................................................. 9 2.1.2.2.Alfred Adler ............................................................................................ 13 vi 2.1.2.3.Albert Camus .......................................................................................... 15 2.1.2.4.Jeremy Bentham ..................................................................................... 17 2.1.2.5.Soren Kierkegaard .................................................................................. 18 2.1.2.6.Friedrich Nietzche..................................................................................
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