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Dergiler / Milli Eğitim Dergisi / 2026 / Cilt: 55 Sayı: 249

Sınıf Öğretmenlerinin Yazma Başarısı ve Yazmayı Öğrenme Aracı Olarak Kullanmaları

Primary School Teachers’ Writing Success and Their Use of Writing as a Learning Tool

Demet Seban(AKDENİZ ÜNİVERSİTESİ)0000-0002-9319-0530
Ayşe Canlı(Başören Şehit Yusuf Erol İlkokulu)0009-0009-2985-3908
Aziz Aslan(AKDENİZ ÜNİVERSİTESİ)0000-0002-7903-2886
Sayfa
259–290
Yayın Tarihi
2026-02-01
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Yazma etkinliklerine daha fazla zaman ayıran ve yazarlık yapan öğretmenler daha yüksek düzeyde öğrenme odaklı yazma kullanımı göstermiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu çalışma, ilköğretim öğretmenlerinin yazma başarıları ile yazmayı öğrenme amaçlı kullanmaları arasındaki ilişkiyi incelemektedir.
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Temel Bulgular & Veri:Öğretmenlerin bu alanlardaki performansları cinsiyet, eğitim düzeyi, mesleki deneyim, yazma etkinliklerine harcanan zaman ve yazarlık deneyimine göre analiz edilmiştir.
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Sonuç & Katkı:Yazma etkinliklerine daha fazla zaman ayıran ve yazarlık yapan öğretmenler daha yüksek düzeyde öğrenme odaklı yazma kullanımı göstermiştir.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:sınıf öğretmenleri · yazma başarısı · yazmanın öğrenme amaçlı kullanımı

Özet

Bu çalışma, ilköğretim öğretmenlerinin yazma başarıları ile yazmayı öğrenme amaçlı kullanmaları arasındaki ilişkiyi incelemektedir. Öğretmenlerin bu alanlardaki performansları cinsiyet, eğitim düzeyi, mesleki deneyim, yazma etkinliklerine harcanan zaman ve yazarlık deneyimine göre analiz edilmiştir. Nicel araştırma metodolojisi kullanılmıştır. Veriler 225 ilkokul öğretmeninden toplanmıştır. Öğrenmede yazma kullanımı ölçeği ve yazma başarısı değerlendirme aracı kullanılmıştır. Sonuçlar, yazma başarısı ile öğrenme odaklı yazma kullanımı arasında anlamlı bir ilişki olmadığını göstermiştir. Kadın öğretmenler her iki alanda da erkeklerden daha iyi performans göstermiştir. Mesleki deneyim ve eğitim düzeyi öğretmenlerin yazma başarısını olumlu yönde etkilemiş ancak sınıflarında öğrenme odaklı yazma kullanımı ile ilişkili bulunmamıştır. Yazma etkinliklerine daha fazla zaman ayıran ve yazarlık yapan öğretmenler daha yüksek düzeyde öğrenme odaklı yazma kullanımı göstermiştir.

Abstract

This study examines the relationship between primary school teachers’ writing achievements and their use of writing for learning purposes. It analyzes teachers’ performance in these areas based on gender, education level, professional experience, time spent on writing activities, and publishing experience. Quantitative research methodology was used. Data was collected from 225 primary school teachers. A scale for writing use in learning and a writing achievement assessment tool were employed. Results showed no significant relationship between writing achievement and the use of writing as a learning tool. Female teachers outperformed males in both areas. Professional experience and education level positively impacted teachers’ writing achievement but didn’t correlate with the use of writing as a learning tool in their classrooms. Teachers dedicating more time to writing activities and those with authorship showed higher levels of the use of writing as a learning tool.

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Bu Makaleye Atıf Yap

Seban, D., Canlı, A., Aslan, A. (2026). Sınıf Öğretmenlerinin Yazma Başarısı ve Yazmayı Öğrenme Aracı Olarak Kullanmaları. Milli Eğitim Dergisi, Cilt: 55 Sayı: 249, 259–290. https://doi.org/10.37669/milliegitim.1606894

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