Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2022
Thesis Language: Turkish
Student: Akile DEMİREL
Supervisor: Mehmet Taşpınar
Abstract:
The aim of this study; To determine the self-efficacy perception levels of high school mathematics teachers for 21st century skills and to examine them in terms of different variables. In the research, qualitative and quantitative data were collected using the mixed method model. The study population of the research consisted of 286 mathematics teachers out of 297 mathematics teachers working in 52 official secondary education institutions in the Çankaya district of Ankara in the 2019-2020 academic year, while the qualitative study group consisted of 28 mathematics teachers from the group in which the quantitative data collection tool was applied. Qualitative data is a semi-structured interview form, and quantitative data is “21. The data were collected using the “Century Skills Self-Efficacy Perceptions Scale”. The questions in the interview form were prepared in parallel with the items in the 21st century skills self-efficacy perceptions scale. Content analysis was used in the analysis of qualitative data. In the analysis of quantitative data, the conformity of the data to the normal distribution was examined with the Kolmogorov-Smirnov test, and since the distribution was determined to be not normal, non-parametric tests such as Median, Mann Whitney U, Kruskal Wallis H and Dunn's post hoc tests were used. According to the results obtained from the qualitative data of the research, the teachers stated that they needed training for 21st century skills, especially guiding activities for teaching mathematics. According to the qualitative findings, it was concluded that teachers consider themselves sufficient in learning and renewal skills, and moderately sufficient in life and career skills, and information, technology and media skills. According to the results obtained from the quantitative data of the research, it was concluded that teachers' self-efficacy perception levels for 21st century skills are high. According to the school type and seniority variables of teachers' self-efficacy perception levels for 21st century skills. Teachers' self-efficacy perception levels for 21st century skills show a significant difference according to school type and seniority variables; It was determined that there was no significant difference according to gender and educational status variables. In general, it has been concluded that the self-efficacy perception levels of teachers with 0-5 years of seniority are higher than the self-efficacy perception levels of teachers with 16-20 years and 21 years of seniority. In addition, the self-efficacy perception levels of the teachers working in science high schools and social sciences high schools are higher than the self-efficacy perception levels of teachers working in vocational and technical Anatolian high schools and Anatolian high schools. When the qualitative and quantitative findings of the study are evaluated together; It can be said that there are some differences between life and career skills and information, media and technology skills, where the results are similar in learning and renewal skills, but they are partially similar. As a result of the results obtained from the findings; It has been suggested that an analysis of what kind of needs teachers have in school environment and social life in order to acquire 21st century skills can be conducted in this direction, and the effects of teachers' level of 21st century skills on students' acquisition of these skills can be investigated. In addition to these, it is among the suggestions that teachers can need professional support during the practice to gain 21st century skills, and in this direction, virtual platforms can be created where they can share with each other and with experienced teachers.
| Key Words | : 21st century skills, high school math teachers, self-efficacy. |