The Relationship Between EFL İnstructors' Wellbeing and Their Professional Autonomy
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öğretmenin iyi oluşu ve mesleki özerklik, dil öğretiminin kalitesini etkileyen iki
önemli faktördür. Ancak, bu kavramlar ve aralarındaki ilişki üzerine özellikle
yükseköğretim düzeyinde yapılan araştırmalar sınırlı düzeydedir. Bu nedenle, bu
çalışma Türkiye’deki İngilizce öğretim görevlilerinin iyi oluşu ve mesleki özerklik
algılarını araştırmayı amaçlamaktadır. Ayrıca, öğretim görevlilerinin iyi oluşu ve
mesleki özerklikleri arasındaki ilişkiler incelenmektedir. Katılımcıların cinsiyet, yaş,
deneyim yılı ve eğitim geçmişi ile ilişkileri de incelenmiştir. Buna ek olarak, bu
çalışma iyi oluş ve mesleki özerklik üzerinde etkili olan faktörleri belirlemeyi
hedeflemektedir. Bu amaçları gerçekleştirmek için karma yöntem deseni kullanılmış
ve nicel ve nitel veri toplama teknikleri bir arada kullanılmıştır. Nicel veriler, 104
İngilizce öğretim görevlisinden Teacher Wellbeing Scale (Collie vd., 2015), Teachers’
iv
Professional Autonomy (Okay & Balçıkanlı, 2021) ve bir bilgi formu kullanılarak
toplanmıştır. Nitel veriler, on gönüllü katılımcı ile gerçekleştirilen yarı yapılandırılmış
görüşmelerden elde edilmiştir. Veri analizi, bazı değişkenlerin öğretim görevlilerinin
iyi oluş ve mesleki özerklik düzeylerini önemli ölçüde etkilediğini gösterirken,
cinsiyet değişkeninin iyi oluş veya mesleki özerklik ile ilişkili olmadığı bulunmuştur.
Bunun yanı sıra, TWBS’in belirli yönleri ile TEPAQ arasında önemli ilişkiler
bulunmuştur. Nitel veri analizinin bulguları, birçok faktörün katılımcıların iyi oluşu ve
mesleki özerkliği üzerinde önemli bir etkisi olduğunu ortaya koymuştur. Özellikle,
kurumsal, öğrenci ile ilgili faktörler, iş yükü ve fiziksel şartlar katılımcıların iyi
oluşunun belirleyicileri olarak bulunmuştur. Ayrıca, bulgular, öğretim görevlilerinin
mesleki özerkliklerini belirleyen faktörler arasında öğrenciler ve meslektaşlar
olduğunu göstermektedir. Buna ek olarak, yarı yapılandırılmış görüşmelerin bulguları,
öğretmen iyi oluşu ile mesleki özerklik arasındaki ilişkiye özel bir vurgu yapmaktadır.
Bu çalışma, dil eğitimi ve öğretmen gelişimi için iyi oluş ve mesleki özerkliğin
önemine ilişkin anlamlı pedagojik öneriler ve çıkarımlar sunmaktadır
Teacher wellbeing and professional autonomy are two crucial factors that affect the quality of language teaching. However, the existing body of academic literature concerning these constructs and their relationship remains relatively limited, particularly at the tertiary level. Therefore, the current investigation seeks to explore the extent of Turkish EFL instructors’ perceptions of wellbeing and professional autonomy. The analysis also aims to scrutinize the relationships among instructors’ characteristics, wellbeing, and professional autonomy. In this regard, their relationships with participants’ gender, age, years of teaching experience, and educational background were examined. Additionally, the investigation endeavors to identify the factors influencing wellbeing and professional autonomy. Moreover, this study aims to explore the relationship between EFL instructors’ wellbeing and professional autonomy. A mixed-methods design was adopted to achieve these vi objectives, incorporating quantitative and qualitative data collection techniques. The quantitative data were collected from 104 EFL instructors utilizing the Teacher Wellbeing Scale (Collie et al., 2015), Teachers’ Professional Autonomy (Okay & Balçıkanlı, 2021), and a background information form. The qualitative data was derived from semi-structured interviews conducted with ten volunteer participants. The data analysis indicated that instructors’ characteristics significantly impacted the participants’ wellbeing and professional autonomy; however, gender was not found to be linked to teacher wellbeing or professional autonomy. In addition, significant correlations were uncovered between specific aspects of TWBS and TEPAQ. The findings of the qualitative data analysis revealed that a multitude of factors had a significant impact on the wellbeing and professional autonomy of the participants. Specifically, organizational, student-related, workload and physical factors were found to be critical determinants of the participants’ wellbeing. Also, the findings indicated that both student-related factors and colleagues are critical determinants of teachers’ professional autonomy. Moreover, the findings of semi-structured interviews placed particular emphasis on examining the relationship that exists between teacher wellbeing and professional autonomy. Thus, the investigation provides meaningful pedagogical implications and insights into the importance of wellbeing and professional autonomy for language education and teacher development.
Teacher wellbeing and professional autonomy are two crucial factors that affect the quality of language teaching. However, the existing body of academic literature concerning these constructs and their relationship remains relatively limited, particularly at the tertiary level. Therefore, the current investigation seeks to explore the extent of Turkish EFL instructors’ perceptions of wellbeing and professional autonomy. The analysis also aims to scrutinize the relationships among instructors’ characteristics, wellbeing, and professional autonomy. In this regard, their relationships with participants’ gender, age, years of teaching experience, and educational background were examined. Additionally, the investigation endeavors to identify the factors influencing wellbeing and professional autonomy. Moreover, this study aims to explore the relationship between EFL instructors’ wellbeing and professional autonomy. A mixed-methods design was adopted to achieve these vi objectives, incorporating quantitative and qualitative data collection techniques. The quantitative data were collected from 104 EFL instructors utilizing the Teacher Wellbeing Scale (Collie et al., 2015), Teachers’ Professional Autonomy (Okay & Balçıkanlı, 2021), and a background information form. The qualitative data was derived from semi-structured interviews conducted with ten volunteer participants. The data analysis indicated that instructors’ characteristics significantly impacted the participants’ wellbeing and professional autonomy; however, gender was not found to be linked to teacher wellbeing or professional autonomy. In addition, significant correlations were uncovered between specific aspects of TWBS and TEPAQ. The findings of the qualitative data analysis revealed that a multitude of factors had a significant impact on the wellbeing and professional autonomy of the participants. Specifically, organizational, student-related, workload and physical factors were found to be critical determinants of the participants’ wellbeing. Also, the findings indicated that both student-related factors and colleagues are critical determinants of teachers’ professional autonomy. Moreover, the findings of semi-structured interviews placed particular emphasis on examining the relationship that exists between teacher wellbeing and professional autonomy. Thus, the investigation provides meaningful pedagogical implications and insights into the importance of wellbeing and professional autonomy for language education and teacher development.
Açıklama
Anahtar Kelimeler
Öğretmen İyi Oluşu, Öğretmenlerin Mesleki Özerkliği, İngilizceyi Yabancı Dil olarak Öğreten Öğretim Görevlileri, Dil Öğretimi, Teacher Wellbeing, Teachers’ Professional Autonomy, language teaching, Turkish EFL instructors
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Zaloğlu, E., (2023). The Relationship Between EFL İnstructors' Wellbeing and Their Professional Autonomy. (Yüksek Lisans Tezi). Selçuk Üniversitesi, Sosyal Bilimler Enstitüsü, Konya.
