öğretmen adaylarinin eğitim fakültesinden memnuniyet düzeyleri ve hayal ettikleri eğitim ortami

Eğitim kurumlarındaki eğitim-öğretim faaliyetlerinin gözden geçirilmesi ve yeniden yapılanması sürecinde öğrencilerin memnuniyet düzeyleri ve görüşleri önem taşımaktadır. Bu çalışmada eğitim fakültesinde öğrenim gören öğretmen adaylarının eğitim hizmetlerinden duydukları memnuniyet düzeyleri çeşitli değişkenler açısından belirlenmeye çalışılmıştır. Araştırma 2012-2013 öğretim yılında Ondokuz Mayıs Üniversitesi Eğitim Fakültesinde gerçekleştirilmiştir. Araştırmada öğretmen adaylarının memnuniyet düzeylerini belirlemek amacıyla “Eğitim Fakültesi- Öğrenci Memnuniyet Ölçeği” (Şahin, 2009) kullanılmıştır. Ölçek, Eğitim Fakültesi İlköğretim Bölümündeki farklı anabilim dallarında öğrenim gören 685 öğrenciye uygulanmış ancak doldurulmasındaki eksiklikler nedeniyle 13 anket analiz dışı bırakılmış, 672 anket değerlendirmeye alınmıştır. Ayrıca öğretmen adaylarının hayal ettikleri eğitim ortamını belirlemeye yönelik açık uçlu sorular sorulmuş ve öğretmen adaylarının yazılı görüşleri alınmıştır. Araştırma sonucunda öğretmen adaylarının eğitim fakültesinden genel olarak “az düzeyde” memnun oldukları ortaya çıkmıştır. Öğretmen adaylarının ölçeğin “danışmanlık hizmetleri” ve “ders ve ders programları” alt boyutlarından “orta düzeyde” memnun oldukları sonucuna ulaşılmıştır. Nitel verilerin analizi sonucunda ise öğretmen adaylarının şu özelliklere sahip bir eğitim ortamı hayal ettikleri ortaya çıkmıştır; modern binalar, sosyal ortamlar, teknolojik olanaklar, yeni yöntemler, özgür ve bilimsel bir ortam, uygulamalı dersler, alanında uzman ve mesleki ve kişilik özellikleriyle öğretmen adaylarına model olabilecek öğretim elemanları. 

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Students’ levels of satisfaction and opinions are significant in the process of revising and restructuring the activities at educational institutions. Raising quality in education requires the satisfaction of students, who are the receivers of educational services. A positive correlation between the quality of educational services and satisfaction levels has already been well established (Wei & Ramalu, 2011; Okumuş & Duygun, 2008). Student opinions provide feedback on what does and does not function in education and make necessary arrangements possible (Sönmez, 2003). Such feedback from students will ensure amendments and improvements being made to the educational system, which in turn will raise the quality of educational services. Taking into account a number of variables, this study seeks to reveal prospective students’ levels of satisfaction with the educational services at schools of education. It also attempts to establish the idealized educational settings of these prospective teachers using qualitative methods. The research was conducted in the 2012-2013 academic year at the School of Education of Ondokuz Mayıs University, and made use of the ‘Student Satisfaction Scale for Schools of Education’ (Şahin, 2009), which had six sub-dimensions (teaching staff, academic advising services, management services, resources, computer facilities, and courses and course programmes) and 40 items in a five Likert-type scale. It was administered to 685 students in various strands at the Department of Primary Education at the School of Education. 13 of the questionnaires returned were found to contain structural errors and were therefore not included in the study, which analysed 672 questionnaires. Further, the prospective teachers were asked open-ended questions in order to catch a glimpse of their idealized educational settings, and their written opinions were collected. In data analysis, descriptive statistics (the arithmetic mean and standard deviation) was used in order to establish students’ satisfaction levels. The average load values were calculated for the verbal expression of students’ numeric satisfaction averages relating to each dimension. The t test and analysis of variance (ANOVA) were used to detect any difference due to the students’ department, year of study, gender, and GPA. The qualitative data were classified and descriptively analysed in order to determine the students’ idealized educational settings. The study found that the prospective teachers were, in general, ‘not very’ satisfied with their school of education. The students were also ‘not very’ satisfied with the ‘teaching staff, management services, resources, and computer facilities’ enquired by the scale, and ‘fairly’ satisfied with the ‘academic advising services’ and ‘courses and course programmes’. It was also found that the students’ satisfaction levels showed no significant difference in terms of their gender, department, or GPA. Their year of study, however, did cause some significant difference: satisfaction levels were at their highest in first-year students, then decreased steadily, and dropped to their lowest in fourth-year students. The prospective teachers’ low levels of satisfaction with their school of education in general are in line with the findings of Şahin (2009) and Ekinci & Burgaz (2007). Şahin (2009), in ‘Assessment of Service Quality at Schools of Education with the Student Satisfaction Scale for Schools of Education’, and Ekinci & Burgaz (2007), in their study on Hacettepe University students’ expectations and levels of satisfaction with certain academic services, found that expectations were high but satisfaction levels were low. Furthermore, the steady decrease in satisfaction levels from year one to four may indicate that students start their studies with high expectations but, as years go by their school fails to meet these expectations and consequently their satisfaction levels drop. Other studies in the literature suggest that students find their instructors lacking in efficient teaching skills and inadequate in many respects (Arslantaş, 2011; Awang & İsmail, 2010; Şen & Erişen, 2002). The student statements revealed that their idealized educational settings comprised more social activities, larger libraries, halls, laboratories, and classrooms, with more modern and technological facilities; modern instead of traditional teaching methods in a more applied, liberal, scientific, and research-oriented educational process that prepares students for their future and their profession; an internationally recognized teacher training programme with double major or minor strands, adequate foreign language classes, more elective courses and work placement opportunities, and a guaranteed job; more democratic, modest instructors that appreciate students and offer them guidance, with modern, fun, and efficient teaching methods, and a model personality complemented by professional expertise. All this shows that students start their education dreaming of a utopic university environment and tend to become increasingly dissatisfied in general as they encounter inadequacies. The students’ opinions about education faculties have to be overrated with the aim of enhancing the quality of faculty and education. Modern methods and more practises instructing the life have to be used. Instructors have to be model as their personalities and professionals for students.

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