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Makale Özeti:
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Bu araştırmanın amacı öğretmen-öğrenci ilişkilerinin ilk ve ortaöğretim kademelerinde sınıf içi, okul içi ve okul dışı boyutlarda nasıl gerçekleştiğini öğretmen görüşlerine göre belirlemektir. Van ili merkezinde 10 ilköğretim okulu ile 5 lisede gerçekleştirilen araştırmaya 420 öğretmen katılmıştır. Araştırmada kullanılan ölçme aracı araştırmacılar tarafından geliştirilmiştir. Verilerin analizinde aritmetik ortalama, bağımsız t-testi, ANOVA ve Scheffe testi kullanılmıştır. Araştırma sonucunda öğretmenlerin görüşlerinin sınıf içi ve okul içi ilişki düzeyinde çoğu zaman, okul dışı ilişkilerde ise bazen seçeneğinde toplandığı ortaya çıkmıştır. Öğretmenlerin görüşleri arasında cinsiyete göre fark bulunmazken, kıdem, sınıf ve branş ile öğretim kademesine göre fark bulunmuştur. Araştırma sonuçları alanyazında yapılmış olan diğer araştırmaları destekler niteliktedir.
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Alternatif Dilde Özet:
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Background. Teacher-student relationships, collaboration and democracy are the concepts closely interrelated with student achievements in education. Teachers chose one of those three types of teacher-student relationships as described by Jones and Jones (2001): (a) Teachers merely perform their instructional duties and they do not share their personal feelings with their students. (b) Teachers share their feelings about school environment and limit their out of school life. (c) Teachers share a wide range of personal concerns and values with their students (complete openness). Teachers select one of these relationships types based on their own personal characteristics, the age and gender of their students, and whether they share similar feelings, thoughts and values with their students. An open teacher-student relationships make students happy and comfortable in their relationships with their teachers. However, closed teacher-student relationships lead students to express negative attitudes and behaviors against their teachers (Jones and Jones, 2001).
This study is based theoretically on three types of teacher-student relationships as described by Jones and Jones (2001). Performing merely instructional duties and restricting personal feelings and values is treated as classroom level relationships, and sharing personal feelings and values with the students is entitled as school level relationships. On the other hand, sharing a wide range of personal concerns and values with the students is accepted as out of school relationships.
Purpose. This study aims to describe teacher-student relationships in the primary and secondary schools at three levels namely classroom level, school level and out of school level. Moreover the teacher-student relationships are compared according to the genders, experiences and teaching levels (working in primary or secondary schools) of the teachers.
Method. Data were collected voluntarily from 420 teachers working 10 primary schools and 5 secondary schools which were located in the city center of Van.
Data gathering instrument, teacher-student relationships assessment scale was developed by the researchers. Factor structure of the scale was determined by exploratory factor analysis and also confirmatory factor analysis was applied in order to examine the item-factor fitness and the relationships between factors. Teacher-student relationships were described by using arithmetic means and standard deviations which were calculated for each relationships levels (classroom level, school level and out of school level). Moreover, teacher-student relationships were compared by t-test according to teachers’ gender; in terms of teachers’ experiences and teaching levels these comparisons were done by ANOVA. Based on ANOVA results, Secheffe test was also applied in order to determine the sources of significant differences.
Results and discussion. The results of the study revealed that the teacher-student relationships at classroom level ( = 3.98) and school level ( = 4.01) corresponded to “often” degree, but teacher-student relationships measured for out of school ( = 3.17) occurred at “sometimes” degree. It was found that gender has not differentiating effects on teacher-student relationships, but teachers’ experiences and teaching levels have significant effects on teacher-student relationships. At each level class (first level primary) teachers’ scores on teacher-student relationships were significantly higher than branch (second level primary) and secondary teachers’ scores. On the other hand, teachers with 10 years and more experiences have expressed higher teacher-student relationship scores at classroom and school levels than those teachers having 1-5 years experiences. Moreover, 10 years and more experienced teachers stated significantly higher teacher-student relationship scores than 1-5 and 5-10 years experienced teachers out of the school level.
The first distinctive aspect of this study is its contribution to teacher-student relationships literature in terms of three levels relationships. Teacher-student relationships were examined at classroom level, school level and out of school level. The second distinctive aspect of the study is its scope comprising teachers from three educational levels namely first primary level (class teachers), second primary level (branch teachers), and secondary level (secondary school teachers). The results of the study generally support the results of previous studies. For example, our study result in terms of teaching level comparison supports previous studies revealing that teacher-student relationships decrease as educational level rises (Decker and others, 2007; Lynch and Cicchetti, 1997; Çelik, 2005). Similarly, the study result we got in terms of teacher experiences comparison also supports previous study results indicating that more experienced teachers are more effective than less experienced teachers in classroom communication (Wubbels and Brekelmans, 2005; Ceylan, 2007; Öztaş, 2001). However, the study result we attained by gender comparison differs from the results of previous studies revealing that gender has significant effects on teacher-student relationships (Ceylan, 2007; Erdoğan, 2001).
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