Research Article
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The Relationship between Competencies of Teachers Towards Students with Learning Disabilities, Their Resources of Self-Efficacy and Positive Teaching Skills

Year 2020, Volume: 18 Issue: 1, 205 - 218, 24.03.2020

Oğuz Emre , Ayşegül Ulutaş , Ramazan İnci , Burcu Çoşanay Mine Ayanoğlu , Cihangir Kaçmaz , Mehmet Akif Kay

https://doi.org/10.18026/cbayarsos.632453
Cited By: 4

Abstract

Today, the education of children with learning disabilities has become a social issue. There are few studies on this subject in Turkey. This study aims to investigate the relationship between competencies of teachers towards students with learning disabilities, their self-efficacy resources of and positive teaching skills. The study group of the research, which is designed as quantitative research, consists of 317 teachers working in 25 official primary schools and 10 private primary schools. The Teacher Competencies towards Students with Learning Disabilities Scale, the Positive Teacher Scale and Self-Efficacy Resources Scale were used for data collection. Descriptive statistics and Pearson correlation coefficients were used to analyze the data. As a result, a positive, moderate and significant relationship was found between the teachers' positive attitudes and creating a flow during the course, consideration, motivation, focus on the lesson, and attention gathering.

Keywords

Learning disability Self-efficacy

References

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  • Agrawal, J., & Morin, L. L. (2016). Evidence‐based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34-44.
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  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1994). Self –efficacy. In V.S. Ramachaudran (Ed.),Encyhopedia of human behavior, 4, 71-81.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Brownell, M. T., Pajares, F. (1999). Teacher Efficacy and Perceived Success in Mainstreaming Students with Learning and Behavior Problems. Teacher Education and Special Education 22(3), 154-64.
  • Bahar, H. H. (2019). Sınıf öğretmen adaylarında akademik öz-yeterlik algısının akademik başarıyı yordama gücü. İlköğretim Online, 18(1).
  • Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in developmental disabilities, 60, 24-36.
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  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
  • Çapa-Aydın, Y., Uzuntiryaki-Kondakçı, E., Temli, Y. & Tarkın, A. (2013). Özyeterlik kaynakları ölçeğinin Türkçe’ye uyarlanması. İlköğretim Online, 12(3), 749-758.
  • Demirtaşlı, Ç. N. (7 Eylül, 2007). CİTO Türkiye Öğrenci İzleme Sistemi Sosyal Bilgiler Alanı. CITO-Türkiye 1.Konferans Bildirileri, 40-47, ODTÜ, Ankara.
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  • Eryılmaz, A. (2014). Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-being and Academic Achievements of Adolescents. Educational Sciences: Theory & Practice 14(6), 2049-2062.
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  • Galpin, V. C., Senders, I., Turner, H. & Venter, B. (2003). Gender and educational background and their effect on computer self- efficacy and perceptions. Technical Report TR-Wits-CS- 2003-0, School of Computer Science, University of the Witwatersrand IDEA, (2004) Individuals with Disabilities Education Improvement Act of Pub.L.No.108-446.
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  • Grieve, A. M. (2010). Exploring the characteristics of ‘teachers for excellence’: teachers’ own perceptions. European Journal of Teacher Education, 33(3), 265-277.
  • Grünke, M., & Cavendish, W. M. (2016). Learning disabilities around the globe: Making sense of the heterogeneity of the different viewpoints. Learning Disabilities: A Contemporary Journal, 14(1), 1-8.
  • Helterbran, V. R. (2008). Professionalism: Teachers taking the reins. The Clearing House: a journal of educational strategies, issues and ideas, 81(3), 123-127.
  • Hen, M., & Goroshit, M. (2016). Social–emotional competencies among teachers: An examination of interrelationships. Cogent Education, 3(1), 1151996.
  • Idris, Z., Johari, K. S. K., & Bakar, A. Y. A. (2018). Meta-Synthesis Study: Positive Effects on Positive Personality of Teachers in Teaching Profession. International Journal of Academic Research in Business and Social Sciences, 8(1), 740-749.
  • İşeri, E. & Akın-Sarı, B. (2011). Çocukta bilişsel gelişim ve bozukluklar: Zeka geriliği ve öğrenme bozuklukları. S. Karakaş. (Ed.). Kognitif Nörobilimler (s. 489-510). Ankara: MN Medikal & Nobel Tıp Kitap Sarayı.
  • Jena, S. P. K. (2013). Learning disability: Teory to practice. New Delphy: Sage Publicatio.
  • Keskin, İ., Korkut, A. & Can, S. (2016). Öğrenme güçlüğü yaşayan öğrencilere yönelik öğretmen yeterlilikleri ölçeğinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 133-155. doi:10.17539/aej.43261.
  • Kieffer, K. M., & Henson, R. K. (2000). Development and Validation of the Sources of Self-Efficacy Inventory (SOSI): Exploring a New Measure of Teacher Efficacy.
  • Korkut, A., Keskin, İ., & Can, S. (2016). Öğrenme güçlüğü yaşayan öğrencilere yönelik öğretmen yeterlilikleri ölçeğinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 133-155.
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  • Morrison, J. (2016). DSM-5’i kolaylaştıran ‘Klinisyenler için tanı rehberi’. Muzaffer Şahin (Çev Ed.). Ankara: Nobel.
  • Mulcahy, C. A., & Krezmien, M. P. (2009). Effects of a contextualized instructional package on the mathematics performance of secondary students with EBD. Behavioral Disorders, 34(3), 136–150.
  • Olkun, S., Akkurt-Denizli, Z. & Göçer-Şahin, S. (2015). Öğrencilerin diskalkuliye yatkınlıklarının belirlenmesinde nokta sayılama ve sayısal karşılaştırma becerileri. Turkish International Journal of Special Education and Guidance & Counseling, 3(2), 62-71.
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Öğretmenlerin Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Yeterlikleri, Öz Yeterlik Kaynakları ve Pozitif Öğretmenlik Becerileri Arasındaki İlişki

Year 2020, Volume: 18 Issue: 1, 205 - 218, 24.03.2020

Oğuz Emre , Ayşegül Ulutaş , Ramazan İnci , Burcu Çoşanay Mine Ayanoğlu , Cihangir Kaçmaz , Mehmet Akif Kay

https://doi.org/10.18026/cbayarsos.632453
Cited By: 4

Abstract

Günümüzde öğrenme güçlüğü yaşayan çocukların eğitimi, toplumsal bir sorun haline gelmiştir. Türkiye’de de bu konu ile ilgili yapılan araştırmalar sınırlı düzeydedir. Bu çalışmada, öğretmenlerin öğrenme güçlüğü yaşayan öğrencilere yönelik yeterlikleri, öz yeterlik kaynakları ve pozitif öğretmenlik becerileri arasındaki ilişkisinin incelenmesi amaçlanmaktadır. Nicel araştırma olarak tasarlanan araştırmanın çalışma grubunu, tesadüfen seçilen 25 resmi ilkokul ve 10 özel ilkokulda görev yapan toplam 317 öğretmen oluşturmaktadır. Veri toplama aracı olarak Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretmen Yeterlilikleri Ölçeği, Pozitif Öğretmen Ölçeği ve Öz Yeterlik Kaynakları Ölçeği kullanılmıştır. Verilerin çözümlenmesinde betimleyici istatistikler ve Pearson Korelasyon katsayıları kullanılmıştır. Sonuçta; öğretmenlerin derste akış yaşatmak ile dikkate alma, güdüleme, derse odaklanma, dikkat toplama ve olumlu tutum arasında pozitif yönde, orta düzeyde ve anlamlı bir ilişki ortaya çıkmıştır.

Keywords

Öğrenme Güçlüğü Özyeterlik Pozitif Öğretmenlik Öğretmen

References

  • Albion, P. R. (1999). Self-efficacy beliefs as an indicator of teachers' preparedness for teaching with technology. In J. D. Price, J. Willis, D. A. Willis, M. Jost & S. Boger-Mehall (Eds.), Technology and teacher education annual. Charlottesville, VA: Association for the Advancement of Computing in Education, 1602- 1608.
  • Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ. ve Yalçın, S. (2014). Öğretmenlerin Motivasyon Etkenleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17 (3), 151-166.
  • Agrawal, J., & Morin, L. L. (2016). Evidence‐based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31(1), 34-44.
  • Aral, N., & Gürsoy, F. (2009). Özel eğitim gerektiren çocuklar ve özel eğitime giriş. İstanbul: Morpa Yayınları.
  • Bandura, A.(1989a). Regulation of cognitive processes through perceivedself-efficacy. Developmental Psychology 25(5), 729-735.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
  • Bandura, A. (1994). Self –efficacy. In V.S. Ramachaudran (Ed.),Encyhopedia of human behavior, 4, 71-81.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Brownell, M. T., Pajares, F. (1999). Teacher Efficacy and Perceived Success in Mainstreaming Students with Learning and Behavior Problems. Teacher Education and Special Education 22(3), 154-64.
  • Bahar, H. H. (2019). Sınıf öğretmen adaylarında akademik öz-yeterlik algısının akademik başarıyı yordama gücü. İlköğretim Online, 18(1).
  • Bandura, A. (1997). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in developmental disabilities, 60, 24-36.
  • Bouck, E. C., Satsangi, R., & Park, J. (2018). The concrete–representational–abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39(4), 211-228.
  • Chiang, Y. H., Hsu, C. C., & Shih, H. A. (2015). Experienced high performance work system, extroversion personality, and creativity performance. Asia Pacific Journal of Management, 32(2), 531-549.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues. New York: National Center for Learning Disabilities.
  • Çapa-Aydın, Y., Uzuntiryaki-Kondakçı, E., Temli, Y. & Tarkın, A. (2013). Özyeterlik kaynakları ölçeğinin Türkçe’ye uyarlanması. İlköğretim Online, 12(3), 749-758.
  • Demirtaşlı, Ç. N. (7 Eylül, 2007). CİTO Türkiye Öğrenci İzleme Sistemi Sosyal Bilgiler Alanı. CITO-Türkiye 1.Konferans Bildirileri, 40-47, ODTÜ, Ankara.
  • DSM-V (2013). Diagnostical and statistical manual of mental disorders. Fifth Edition. American Psychiatric Association.
  • Enderlin-Lampe, S. (2002). Empowerment: Teacher perceptions, aspirations, and efficacy. Journal of Instructional Psychology, September, 1-8.
  • Eryılmaz, A. (2014). Perceived Personality Traits and Types of Teachers and Their Relationship to the Subjective Well-being and Academic Achievements of Adolescents. Educational Sciences: Theory & Practice 14(6), 2049-2062.
  • Eryılmaz, A. (2017). Initial Development and Validation of the Positive Teacher Scale. Journal of Positive Psychology & Wellbeing 1(1), 10-21.
  • Eryılmaz, A. & Bek, H . (2018). “Pozitif Öğretmen Ölçeği” Öğretmen Formunun Geliştirilmesi. Kastamonu Eğitim Dergisi, 26(4) , 1297-1306. DOI: 10.24106/kefdergi.369825.
  • Flores, M. M., Hinton, V. M., Strozier, S. D., & Terry, S. L. (2014). Using the concrete-representational-abstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 547-554.
  • Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
  • Flanagan, D. P., Ortiz, S. O. & Alfonso, V. C. (2011). Essentials of Cross-Battery Assessment. Kaufman, A. S., and Kaufman, N. L. (Eds.), Expert advice on identifying specific learning disabilities (3th ed.). Canada: John Wiley and Sons, Inc.
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S. & Barnes, M. A. (2007). Learning disabilities: from identification to intervention. New York: Guilford Press.
  • Galpin, V. C., Senders, I., Turner, H. & Venter, B. (2003). Gender and educational background and their effect on computer self- efficacy and perceptions. Technical Report TR-Wits-CS- 2003-0, School of Computer Science, University of the Witwatersrand IDEA, (2004) Individuals with Disabilities Education Improvement Act of Pub.L.No.108-446.
  • Görgün, B. & Melekoğlu, M. A. (2019). Özel Öğrenme Güçlüğü Olan Öğrencilerin Akıcı Okuma ve Okuduğunu Anlama Becerilerini Geliştirmeye Yönelik Okuma Destek Programının Geliştirilmesi. İlköğretim Online, 18(2).
  • Grieve, A. M. (2010). Exploring the characteristics of ‘teachers for excellence’: teachers’ own perceptions. European Journal of Teacher Education, 33(3), 265-277.
  • Grünke, M., & Cavendish, W. M. (2016). Learning disabilities around the globe: Making sense of the heterogeneity of the different viewpoints. Learning Disabilities: A Contemporary Journal, 14(1), 1-8.
  • Helterbran, V. R. (2008). Professionalism: Teachers taking the reins. The Clearing House: a journal of educational strategies, issues and ideas, 81(3), 123-127.
  • Hen, M., & Goroshit, M. (2016). Social–emotional competencies among teachers: An examination of interrelationships. Cogent Education, 3(1), 1151996.
  • Idris, Z., Johari, K. S. K., & Bakar, A. Y. A. (2018). Meta-Synthesis Study: Positive Effects on Positive Personality of Teachers in Teaching Profession. International Journal of Academic Research in Business and Social Sciences, 8(1), 740-749.
  • İşeri, E. & Akın-Sarı, B. (2011). Çocukta bilişsel gelişim ve bozukluklar: Zeka geriliği ve öğrenme bozuklukları. S. Karakaş. (Ed.). Kognitif Nörobilimler (s. 489-510). Ankara: MN Medikal & Nobel Tıp Kitap Sarayı.
  • Jena, S. P. K. (2013). Learning disability: Teory to practice. New Delphy: Sage Publicatio.
  • Keskin, İ., Korkut, A. & Can, S. (2016). Öğrenme güçlüğü yaşayan öğrencilere yönelik öğretmen yeterlilikleri ölçeğinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 133-155. doi:10.17539/aej.43261.
  • Kieffer, K. M., & Henson, R. K. (2000). Development and Validation of the Sources of Self-Efficacy Inventory (SOSI): Exploring a New Measure of Teacher Efficacy.
  • Korkut, A., Keskin, İ., & Can, S. (2016). Öğrenme güçlüğü yaşayan öğrencilere yönelik öğretmen yeterlilikleri ölçeğinin geliştirilmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 133-155.
  • Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2003). College student intrinsic and/or extrinsic motivation and learning. Learning and individual differences, 13(3), 251-258.
  • Mc Leod, Terry. (1993). "Social - Behavioral Characteristics" Learning Disabilities Best Practices for Proffessionals (Ed. William Bender). USA: Butter-Heinneman,.
  • Melekoğlu, M. A. (2017). Özel öğrenme güçlüğünün nedenleri ve özellikleri. Macid Ayhan Melekoğlu ve Uğur Sak (Ed.). Öğrenme güçlüğü ve özel yetenek (s. 24-53). Ankara: Pegem.Montalvo, G. P., Mansfield, E. A., & Miller, R. B. (2007). Liking or disliking the teacher: Student motivation, engagement and achievement. Evaluation & Research in Education, 20(3), 144-158.
  • Morrison, J. (2016). DSM-5’i kolaylaştıran ‘Klinisyenler için tanı rehberi’. Muzaffer Şahin (Çev Ed.). Ankara: Nobel.
  • Mulcahy, C. A., & Krezmien, M. P. (2009). Effects of a contextualized instructional package on the mathematics performance of secondary students with EBD. Behavioral Disorders, 34(3), 136–150.
  • Olkun, S., Akkurt-Denizli, Z. & Göçer-Şahin, S. (2015). Öğrencilerin diskalkuliye yatkınlıklarının belirlenmesinde nokta sayılama ve sayısal karşılaştırma becerileri. Turkish International Journal of Special Education and Guidance & Counseling, 3(2), 62-71.
  • Özbağır, T. (2019). Öğretmenlerde psikolojik dayanıklılığın duygusal zekayla, pozitif öğretmen özellikleriyle ve demografik değişkenlerle ilişkisi. Yayınlanmamış yüksek lisans tezi, Yıldız teknik üniversitesi, İstanbul.
  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
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Details

Primary Language Turkish
Journal Section Beşeri Bilimler Sayısı
Authors

Oğuz Emre

Ayşegül Ulutaş 0000-0002-6497-6534

Ramazan İnci 0000-0002-6855-4574

Burcu Çoşanay This is me 0000-0002-8337-3851

Mine Ayanoğlu 0000-0002-5602-4752

Cihangir Kaçmaz 0000-0003-0649-5254

Mehmet Akif Kay 0000-0002-7996-9310

Publication Date March 24, 2020
Published in Issue Year 2020 Volume: 18 Issue: 1

Cite

APA Emre, O., Ulutaş, A., İnci, R., Çoşanay, B., et al. (2020). Öğretmenlerin Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Yeterlikleri, Öz Yeterlik Kaynakları ve Pozitif Öğretmenlik Becerileri Arasındaki İlişki. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 18(1), 205-218. https://doi.org/10.18026/cbayarsos.632453

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