An Investigation on the Relationship between Preservice Teachers' Self-Esteem, Narcissism Levels and Conceptions of Teaching and Learning

Year 2018, Volume: 5 Issue: 3, 118 - 139, 30.10.2018

Bekir Kürşat Doruk , Eralp Bahçivan , Nuh Yavuzalp

https://doi.org/10.33907/turkjes.468591

Cited By: 2

Abstract

The aim of this study was to investigate the relationship between
self-esteem, narcissism levels and learning-teaching approaches. For this
purpose, a structural model was proposed based on Rokeach's (1968) belief
system approach. 923 pre-service teachers participated in the study. The
results of the study show that the self-esteem of the preservice teachers has a
positive relationship with the levels of narcissism. In addition, the study
showed that the self-esteem and the narcissism levels of preservice teachers
were effective in their choice of learning teaching approach in their future classes.
The findings show that when self-esteem of the pre-service teachers increased,
the adoption of constructivist learning-teaching approach increased. As the
level of narcissism increases, they are more likely to adopt the traditional
teaching and learning approach. In line with the results obtained in the study,
some suggestions were made to contribute to teacher training.

Keywords

Belief system, Self-esteem, Narcissism, Conceptions of teaching and learning, Constructivist approach, Traditional approach, Pre-service teachers

Öğretmen Adaylarının Benlik Saygıları, Narsisizm Düzeyleri ve Öğrenme-Öğretme Yaklaşımları Arasındaki İlişki Üzerine Bir İnceleme

Abstract

Araştırmada
öğretmen adaylarının benlik saygıları, narsisizm düzeyleri ve öğrenme-öğretme
yaklaşımları arasındaki ilişkiyi incelemek amaçlanmıştır. Bunun için Rokeach’ın
(1968) inanç sistemi yaklaşımına dayanarak bir yapısal model önerilmiştir. Üç
ayrı veri toplama aracının kullanıldığı çalışmaya 923 öğretmen adayı
katılmıştır. Araştırmanın sonuçları öğretmen adaylarının benlik saygılarının
narsisizm düzeyleriyle pozitif yönde ilişkiye sahip olduğunu göstermektedir. Ayrıca
çalışmada öğretmen adaylarının benlik saygıları ve narsisizm düzeylerinin
gelecekteki sınıflarında uygulayacakları öğrenme öğretme yaklaşımı tercihinde
etkili olduğunu gösterir deliller elde edilmiştir. Bulgular, öğretmen
adaylarının benlik saygıları yükseldikçe yapılandırmacı öğrenme-öğretme
yaklaşımını benimseme düzeylerinin arttığını, narsisizm düzeyleri yükseldikçe
de geleneksel öğrenme-öğretme yaklaşımını daha fazla benimsemekte olduklarını
göstermektedir. Çalışmada elde edilen sonuçlar doğrultusunda öğretmen
yetiştirme alanına katkı sağlayacak bazı önerilerde bulunulmuştur.

Keywords

İnanç sistemi, Benlik saygısı, Narsisizm, Öğrenme-öğretme anlayışı, Yapılandırmacı yaklaşım, Geleneksel Yaklaşım, Öğretmen adayları

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