Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Bölümü, Türkiye
Tezin Onay Tarihi: 2017
Öğrenci: DERYA ŞAHİN İPEK
Danışman: MERAL AKSU
Özet:This study aims to investigate whether there is a significant relationship between teacher reflection and teacher autonomy and among their subscales; and whether there is a significant difference in teacher reflection and teacher autonomy scores according to gender and years of teaching experience. The sample of the study, which is determined by means of cluster random sampling, is 284 classroom teachers (1-4 grades) in 15 elementary schools in three districts (Yenimahalle, Altındağ, Keçiören) of Ankara in the 2016-2017 academic year. Correlational research design was used in the study; accordingly, data was collected via the Teacher Autonomy Scale developed by Ulaş and Aksu (2015) and Teacher Reflection Scale developed by Akbari, Ramin, Behzadpoor and Dadvand (2010) and adapted to Turkish by Korumaz (2012). Since Teacher Reflection Scale was originally developed for English teachers, applicability to elementary school teachers by researchers through the current study. Furthermore, the data was analyzed by means of independent t-test and one-way Analysis of Varyans (ANOVA) in order to determine whether teacher reflection and teacher autonomy scores differ according to gender, teaching experience, and teaching grade level. The results of the study revealed a statistically significant positive correlation between teacher reflection and teacher autonomy and among their subscales. Furthermore, teacher reflection scores significantly differed according to gender. On the other hand, teacher reflection scores did not differ according to years of experience and teaching grade level, whereas teacher autonomy did not differ according to gender, years of experience and teaching grade level. Based on the results of the study, it is concluded that teachers who are more engaged in reflective practice also tend to perceive higher autonomy in their working environment, and vice versa. Furthermore, it can be claimed that female teachers were more engaged in reflective practice than their male counterparts considering all of the means of measurement. Based on the results of the study, the conclusion implicate that teachers should be educated as reflective practitioners and they need to be given more space in the school system for autonomous decision-making in all stages of educational policies to realize themselves as professionals. In such an educational ecosystem, teachers will be able to act as educational leaders.