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Makale Özeti:
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Kız meslek liselerine olan bireysel eğitim istemini ortaya koymayı amaçlayan bu araştırma tarama modelindedir. Araştırmanın çalışma evrenini Kastamonu’da il merkezi ve ilçelerinde bulunan toplam dört kız meslek lisesinde öğrenim gören 291 kız öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak Altunsaray’ın (2000) geliştirdiği ve bireysel eğitim istemini üç boyutta (okulun özellikleri, kişisel etki ve çevresel etki) ölçen 22 maddeden oluşan ölçek kullanılmıştır. Verilerin analizinde betimsel istatistikler, ANOVA, t testi, Kruskal Wallis H testi ve Mann-Whitney U testi kullanılmıştır.
Öğrencilerin, kız meslek liselerine olan bireysel eğitim istemleri üzerinde kendi kişisel kararlarının yanı sıra bu okulu bitirdiklerinde meslek sahibi olacak olmaları, gelecek yaşantılarında elde edecekleri yararlar ve hem çalışıp hem okuma olanağına sahip olmaları en fazla etkiye sahiptir. Öğrenim görülen bölüm, anne iş durumu, baba iş durumu ölçeğin yalnızca okulun özellikleri boyutunda; baba öğrenim durumu okulun özellikleri ve çevresel etki boyutunda; ailenin gelir düzeyinin okulun özellikleri ve kişisel etki boyutlarında etkilerinin anlamlı olduğu ortaya konulmuştur.
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Alternatif Dilde Özet:
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Abstract : Background: Education demand is defined as the possibility to continue to a formal or informal education institution about a particular subject, at a particular age and at a particular level. The education demand has two particular demands and the first one is individual education demand and the second one is manpower demand. The individual education demand is defined as the person’s possibility to continue to a formal or informal education institutions.
The second resource of education demand is the manpower demand which arises from the requirements of the economy.Manufacturing sub – sectors which are in the market of labor indicate the requirement for a certain number of manpower that is highly qualified with certain knowledge, skills and attitudes. It is possible to deal with the factors that affect the person’s education demand in a few titles. First of these is the individual effect. The second one is environmental effect. The third one is institutional effect. The forth one is socio-economic factor.
In Turkey in 2009-2010 academic year, 325.034 students (44.581 boys and 280.453 girls) continue to education institutions those are connected to the General Directorate of Technical Education of Girl (Ministry of Education [MEB], 2000). 207.842 of these students study at Vocational High School for Girls. 10.218 of these students are boys and 197.624 of them are girls (http://ktogm.meb.gov.tr). Except the boys, about 71% of girls who study within the General Directorate of Technical Education of Girls are the students who study at vocational high schools for girls.
Method: The aim of this study is to present the factors that affect the individual education demand for vocational high schools for girls. As the study aims to describe the present situation, scanning model is used. The study field of the research consists of schoolgirls who study at vocational high schools for girls in the province of Kastamonu. Except from the city centre of Kastamonu, a study group is created from the girls who study at vocational high school for girls in towns Taşköprü, İnebolu and Tosya. For this reason, it is aimed to reach the whole study field instead of taking a sample.
Also collecting tool is applied to 266 (% 91,4) vocational high school girls from 291 students those take part in the study. So the study is turned to a sample as the whole study field couldn’t be reached. In the study, five Likert type scale that is developed by Altunsaray (2000) in order to present the factors that affect the demand for Religious High Schools is used with permission. Descriptive statistics, ANOVA, T-test, Kruskal Wallis H test, and Mann-Whitney U testi are used for the analyses.
Findings: On the individual education demand of the students for vocational high school for girls, the items those have the highest averages are; “my personal decision” (?=3,70), “in order to have a job” (?=3,65) , “the benefits of graduating from this school on my future” (?= 3,55) and “it gives the Bireysel Eğitim İstemini Etkileyen Etkenler possibility to both study and work” (?=3,55). In qualitative, the students ideas about these four items are I agree ‘a lot’. On the individual education demand of the students for vocational high school for girls , the items those have the lowest averages are “the students who study at this school get financial and social support” (?=1,33) , “the preferences of my previous teachers” (?=1,47), “it is very near to place where I live” (?=1,57).
In qualitative, the students’ idea about these four items is ‘none’. The dimension which has the highest average among the factors those affect the students’ individual education demand for vocational high schools for girls is “personal effect” (?=3,53). The level of students’ participation to this dimension is I agree ‘a lot’ in qualitative. The other dimensions following the stated dimensions are; “the qualities of school” (?=2,15), and “environmental effect” (?=1,74). In qualitative, the students’ idea about these dimensions is ‘none’.
According to the Kruskal Wallis H Test, T test and One Way ANOVA Test, students’ ideas about the factors those affect the individual education demand for vocational high schools for girls don’t show a meaningful distinction in any dimension of the scale about the subjects like age, accommodation, number of people being lived together, mother’s job, father’s job and the education status of father. Except from these, section that the student studies at school, mother’s job status, father’s job status and average monthly income level of the family have some basic effects on the scale’s dimensions like ‘qualities of school’ and ‘environmental effect’.
Results and implications: The first factors that affect the individual education demand for vocational high schools for girls are students’ personal decisions. When the most effective dimension of the scale is ‘personal effect’ dimension, it is followed by the dimensions ‘qualities of school’ and ‘environmental effect’.According to the students’ ideas about the factors those affect the individual education demand for vocational high schools for girls, age, accommodation, number of people being lived together, mother’ s job, Father’s job and mother’s education status are not effective.
Except this, it is understood that the section in which the student studies, mother’s job status, father’s job status and the average monthly income of the family make a meaningful difference on the scale’s dimensions ‘qualities of school’, ‘personal effect’ and ‘environmental effect.’ It is possible to make these following suggestions based on the results and implications of the study;
1. Some researches those show what the labor market expect from the students who graduate from vocational high schools for girls must be done. Based on these researches, it will be possible to make changes on the curriculum of vocational high schools for girls. So these schools will be more employment and marketing oriented.
2. When this research is examined, it is seen that it is a quantitative study. Based on this information, a study can be done about the ideas, feelings and perceptions of people who take part in this study. Both male and female students study at vocational high schools for girls. It may be presented whether it makes any difference about the individual education demand for these schools in terms of the social perception of gender roles.
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