Denizli ili sınıf öğretmenlerinin takım rollerine ilişkin algıları ve takımların okula etkilerine ilişkin görüşleri
Özet
Since the importance of teamwork in schools is increasing day by day and its usage is becoming more and more widespread, the fact that teams constantly seek innovation and development provides significant improvements in management and schools. This makes teamwork the center of attention of teachers and increases the importance attached to the study of teamwork. The aim of this research is to determine the perceptions of the classroom teachers working in public primary schools in Denizli and their opinions about the effects of the teams to the school. In addition, the importance of the subject was emphasized by explaining whether these perceptions and effects differ according to the individual and professional characteristics of classroom teachers. A quantitative analysis method was used in the research. In this context, as a data collection tool, a scale consisting of 4 sections was applied to 356 classroom teachers working in official primary schools in Merkezefendi and Pamukkale districts of Denizli province. In the first analysis stage of the obtained data, the Explanatory and Confirmatory Factor Analyzes were applied to evaluate the reliability and construct validity of the scale used. In the next stage, various descriptive statistics and analyzes (such as Kolmogorov-Smirnov / Shapiro-Wilk, Mann-Whitney U, Kruskall-Wallis, Spearmen Rho Rank Correlation Coefficient) were performed. The results indicate that, (1) Teachers were the members of the ''Group Teachers Board" team and the least were members of the ''Web Publishing Commission" team. (2) Regarding the roles that teachers play in teams, they found the role of "Coordinator-Chairman" at most close to them. They preferred "Creative- Innovator" in second place and "Resource Invastigator" in third place. In addition, the role of "Completer-Finisher" was the least preferred in the overall total. On the positive and negative effects of teachers and teams on school work; while the positive effects of team perceptions were "Full" and the negative effects were "Moderate".(4) While there was a statistically significant difference in positive and negative team perceptions according to gender and school type, no significant difference was found according to education level. In addition, the correlation coefficient between positive and negative factors were calculated according to age, seniority and years of work in the school where they were located and weak positive relationships were determined.