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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2016 / Cilt: 17 - Sayı: 2

Consideration on Class Communication and State of Togetherness in Class Within The Framework of Constructivism

YAPILANDIRMACILIK BAĞLAMINDA SINIF İ&CCEDİL;İ İLETİŞİME VE SINIFTAKİ BİRLİKTELİK H&ACİRC;LİNE İLİŞKİN TESPİTLER

Nilgün DAĞ
Pages
315–328
Publication Date
2016-05-01
DOI
—
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AI Summary & Key Takeaways

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

Thus, the study concluded that the professional workload has no negative effect on teachers’ teaching performance in the classroom on the contrary to the prevalent suggestion of prior studies carried out in different contexts.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Teaching is the main activity of a school.
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Key Findings & Data:If the teacher’s teaching performance is negatively affected by other professional tasks, then that weakens the school’s organizational efficiency.
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Conclusion & Impact:Thus, the study concluded that the professional workload has no negative effect on teachers’ teaching performance in the classroom on the contrary to the prevalent suggestion of prior studies carried out in different contexts.
🔬Design:Research Article
📍Scope:2018 Verileri
⚙️Variables:mesleki işyükü · örgütsel etkililik · öğretim performansı

Abstract

Teaching is the main activity of a school. If the teacher’s teaching performance is negatively affected by other professional tasks, then that weakens the school’s organizational efficiency. Based on this premise, the null hypothesis of “H0: Schools have not organizational efficiency” was tested. In frame of the exploratory sequential design of mixed-method, the data were collected from three working groups (N1=10, N2=88, N3=5) selected by purposeful sampling, in the city centre of Aksaray province, Turkey in the term of March-June 2018. The quantitative data and the qualitative data were analysed by the descriptive statistics and the content analysis, respectively. The study found out that teachers have an average 774 hours professional workload in a year, of which 167 hours (22 %) belonged to non-teaching professional workload. Because the total magnitude of the perceptual effect of the professional workload on teaching performance was computed as positive 217.8, H0 was declined. Thus, the study concluded that the professional workload has no negative effect on teachers’ teaching performance in the classroom on the contrary to the prevalent suggestion of prior studies carried out in different contexts.

Özet

Bir okulun temel faaliyeti öğretimdir. Eğer öğretmenin öğretim performansını, diğer mesleki işleri olumsuz etkiliyorsa bu durum okulun örgütsel etkililiğini zayıflatır. Bu öncül temelinde “H0: Okullar, örgütsel etkililiğe sahip değildir” hipotezi test edilmiştir. Karma yöntemin ‘keşfedici sıralı deseni’ çerçevesinde, 2018 yılı Mart-Haziran döneminde Aksaray ili şehir merkezinde kasıtlı örnekleme ile belirlenen üç ayrı çalışma grubundan (N1=10, N2=88, N3=5) veriler elde edilmiştir. Nicel ve nitel veri analizinde sırasıyla tanımlayıcı istatistikler ve içerik analizi kullanılmıştır. Nitel ve nicel verilerin birleştirilmesinde kuramsal birleştirme tekniği uygulanmıştır. Çalışmada öğretmenlerin yılda ortalama 774 saat iş yüküne sahip olduğu ve bunun 167 saatini (% 22) öğretim dışı iş yükünün oluşturduğu belirlenmiştir. Mesleki iş yükünün öğretim performansı üzerindeki algısal etki büyüklüğü pozitif yönde 217.8 hesaplandığı için H0 hipotezi reddedilmiştir. Böylece farklı bağlamlarda gerçekleştirilen önceki çalışmalarda işaret edilenin tersine mesleki iş yükünün öğretmenlerin sınıftaki öğretim performansını negatif yönde etkilemediği saptanmıştır.

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Cite This Article

DAĞ, N. (2016). Consideration on Class Communication and State of Togetherness in Class Within The Framework of Constructivism. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 17 - Sayı: 2, 315–328. https://ajindex.com/articles/402235

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