ZOR ZAMANLARDA ÖĞRETMEK: ÖĞRETMENLERİN AFET SONRASI ÖĞRETME MOTİVASYONLARININ İNCELENMESİ

Year 2024, Volume: 34 Issue: 3, 1259 - 1271, 18.09.2024

Erhan Özmen

https://doi.org/10.18069/firatsbed.1503284

Abstract

Bu çalışmanın temel amacı, eğitimcilerin afet olayları sonrasında yaşadıkları dönüşümleri, bu dönüşümleri hızlandıran faktörleri, karşılaştıkları zorlukları ve bu engelleri aşmak için kullandıkları stratejileri araştırmaktır. Bu amaç kapsamında iki büyük deprem deneyimi olan beş’i kadın sekiz öğretmen ile odak grup görüşmesi gerçekleştirilmiştir. Bu doğrultuda nitel araştırma desenlerinden fenomenoloji deseni kullanılmış ve elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırmadan elde edilen sonuçlara göre eğitimcilerin, olası felaket senaryolarında motivasyonu sürdürebilmek için umut, iyimserlik, güven, hedeflere bağlılık ve farkındalık gibi özellikleri somutlaştırarak meslektaşlarına öncülük edebileceği ortaya konmuştur. Öğretmenlerin, umudu besleyerek öğrencilerin psikolojik refahını artırma kapasitesine sahip oldukları, afet sonrası gelişen amaç duygusunun zorlukların üstesinden gelmede yardımcı olduğu ve iyimser, dirençli tavırlarının normalliğin yeniden tesisine katkıda bulunduğu görülmüştür. Ayrıca, öğretmenlerin afet önleme bilgisi ve hazırlıkları, öğrenci desteğini etkileyen önemli faktörler arasında yer almaktadır. Bu doğrultuda, eğitimcilere iyimserlik, güven ve bağlılık gibi niteliklerin kazandırılması; kriz yönetimi eğitimi verilmesi; öğretmenlerin dayanıklılığını artıracak müdahaleler yapılması ve destekleyici okul ortamı ile akran destek ağları kurulması önerilmektedir.

Keywords

Deprem, Afet sonrası eğitim, öğretme motivasyonu, öğretmen görüşleri

Teaching in Difficult Times: Examining Teachers' Motivation for Teaching After Disasters

Abstract

The main purpose of this study is to investigate the transformations experienced by educators after disaster events, the factors that accelerate these transformations, the challenges they face, and the strategies they use to overcome these obstacles. For this purpose, a focus group interview was conducted with eight teachers, five of whom were women, who had experienced two major earthquakes. Phenomenology design, one of the qualitative research designs, was used, and the data obtained were analyzed through content analysis. According to the results of the research, it was revealed that educators could lead their colleagues by embodying characteristics such as hope, optimism, confidence, commitment to goals, and awareness to maintain motivation in possible disaster scenarios. Teachers are noted to have the capacity to enhance the psychological well-being of students by nurturing hope, the sense of purpose developed after disasters helps them overcome challenges, and optimistic, resilient attitudes contribute to re-establishing normalcy. Additionally, teachers' knowledge and preparedness for disaster prevention are important factors affecting student support. In this direction, it is recommended to develop qualities such as optimism, confidence, and commitment; provide crisis management training; implement interventions to increase teachers' resilience; and establish supportive school environments and peer support networks.

Keywords

Earthquake, post-disaster education, teaching motivation, teacher perspectives

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