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Journals / Eğitim Yönetimi ve Politikaları Dergisi / 2026 / Cilt: 7 Sayı: 1

THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF WORKPLACE AGE DISCRIMINATION AND INTERGENERATIONAL LEARNING LEVELS

ÖĞRETMENLERİN İŞ YERİ YAŞ AYRIMCILIĞI ALGILARI VE KUŞAKLARARASI ÖĞRENME DÜZEYLERİ ARASINDAKİ İLİŞKİ

Ensari Tekel0000-0002-1926-0182
Soner Polat(KOCAELİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2407-6491
Pages
28–43
Publication Date
2026-06-29
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that teachers’ perceptions of age discrimination are generally low, while their perceptions of intergenerational learning are high.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the relationship between teachers’ perceptions of workplace age discrimination and their levels of intergenerational learning in the province of Kocaeli.
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Key Findings & Data:Using a relational screening design, data were collected from 508 teachers selected through simple random sampling.
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Conclusion & Impact:The findings indicate that teachers’ perceptions of age discrimination are generally low, while their perceptions of intergenerational learning are high.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Yaş ayrımcılığı · kuşaklararası öğrenme · iş yeri yaş ayrımcılığı

Abstract

This study aims to examine the relationship between teachers’ perceptions of workplace age discrimination and their levels of intergenerational learning in the province of Kocaeli. Using a relational screening design, data were collected from 508 teachers selected through simple random sampling. The findings indicate that teachers’ perceptions of age discrimination are generally low, while their perceptions of intergenerational learning are high. Demographic variables such as age, professional seniority, and years of service at the current school were found to have significant effects on both perceptions, whereas gender and educational level were not significant determinants. Furthermore, a negative, significant but weak relationship was identified between workplace age discrimination and intergenerational learning. These results suggest that age-based discrimination may indirectly constrain intergenerational interaction and learning processes in schools, highlighting the need for inclusive and learning-oriented organizational cultures in educational settings.

Özet

Bu araştırmanın amacı, Kocaeli ilinde görev yapan öğretmenlerin iş yerinde algıladıkları yaş ayrımcılığı ile kuşaklararası öğrenme algıları arasındaki ilişkiyi incelemektir. Araştırma, ilişkisel tarama modeli kullanılarak yürütülmüş ve basit rastgele örnekleme yöntemiyle seçilen 508 öğretmenden elde edilen verilerle gerçekleştirilmiştir. Bulgular, öğretmenlerin yaşa dayalı ayrımcılık algılarının düşük, kuşaklararası öğrenme algılarının ise yüksek düzeyde olduğunu göstermektedir. Yaş, mesleki kıdem ve okulda hizmet süresi değişkenlerinin her iki algı üzerinde anlamlı etkiler yarattığı; cinsiyet ve öğrenim durumu değişkenlerinin ise belirleyici olmadığı belirlenmiştir. Ayrıca, iş yeri yaş ayrımcılığı ile kuşaklararası öğrenme arasında negatif yönlü, anlamlı ancak zayıf bir ilişki saptanmıştır. Elde edilen bulgular, eğitim kurumlarında yaşa dayalı ayrımcılığın kuşaklararası etkileşim ve öğrenme süreçlerini dolaylı biçimde sınırlandırabileceğini göstermekte; kapsayıcı ve öğrenme odaklı okul kültürlerinin önemine işaret etmektedir.

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Cite This Article

Tekel, E., Polat, S. (2026). THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF WORKPLACE AGE DISCRIMINATION AND INTERGENERATIONAL LEARNING LEVELS. Eğitim Yönetimi ve Politikaları Dergisi, Cilt: 7 Sayı: 1, 28–43. https://ajindex.com/articles/1477560

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