Göçmen öğrencilerin rehberlik ve psikolojik danışma ihtiyaçlarının öğretmen ve göçmen öğrenci görüşüne göre incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
T.C. Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada okullarda bulunan göçmen öğrencilerin ve derse giren branş öğretmenlerinin “Rehberlik İhtiyaç Analizlerinin” incelenmesi amaçlanmıştır. Araştırmanın evreni, 2021-2022 eğitim-öğretim yılında eğitim gören İstanbul ilinde Maltepe ilçesinde bulunan orta okullarda okuyan göçmen 5, 6, 7 ve 8. sınıf kız ve erkek öğrencilerinden ve aynı okulda ders veren branş dersine giren öğretmenlerden oluşmaktadır. Çalışmaya toplam 402 göçmen öğrenci [238 Kız (%59.2), 164 erkek (%40.8)] ile farklı branşlardan toplam 74 öğretmen dahil edilmiştir. Çalışmamızda nicel araştırma yöntemlerinden tarama araştırma modeli kullanıldı. Veri toplama aracı olarak kişisel bilgi formu, Rehberlik İhtiyaçları Belirleme Anketi (RİBA) öğrenci ve öğretmen formları kullanılmıştır. Çalışmamızdan elde edilen veriler SPSS 21.0 Programı kullanılarak analiz edilmiştir. Yapılan istatistiksel analizler neticesinde göçmen öğrencilere göre en fazla ihtiyaç duyulan rehberlik ihtiyacı mesleki rehberlik iken en az ihtiyaç rehberlik ihtiyacı ise kişisel sosyal rehberlik alanıdır. Kız göçmen öğrencilerin mesleki rehberlik alanı ihtiyaçlarının erkek göçmen öğrencilerden anlamlı şekilde fazla olduğu görülmüştür. 8. sınıfta bulunan göçmen öğrencilerin 5, 6 ve 7. sınıftaki göçmen öğrencilere kıyasla kişisel ve sosyal rehberlik ihtiyacının daha düşük, 5. sınıftaki göçmen öğrencilerin kişisel ve sosyal rehberlik ihtiyacının 6, 7 ve 8. sınıftakilere göre daha yüksek olduğu görülmüştür. Yine çalışmamız sonucunda 5. Sınıfta bulunan göçmen öğrencilerin eğitsel rehberlik ihtiyacının diğer sınıflara göre daha fazla, 8. sınıftakilerin ise diğer sınıflara göre daha az olduğu saptanmıştır. Annesi ya da babası vefat etmiş olan göçmen öğrencilerin kişisel sosyal rehberlik alanı ihtiyacının anne-babası ayrı, anne-babası boşanmış, anne-babası ayrı olup ayrı şehirde yaşayanlara göre daha yüksek olduğu görülmüştür. Öğretmenlere göre göçmen öğrenciler en fazla kişisel sosyal rehberlik alanına, en az ise eğitsel rehberlik alanına ihtiyaç duymaktadır. Bununla birlikte genel olarak bakıldığında öğretmenlere göre göçmen öğrencilerin kişisel sosyal rehberlik alanı, mesleki rehberlik alanı ve eğitsel rehberlik alanı ihtiyacının yüksek olduğu görülmüştür. Çalışmamız sonucunda 16-21 yıldır öğretmenlik mesleğini yapan öğretmenler 1-5 yıl, 6-10 yıl, 11-15 yıl ve 21 yıl ve daha uzun süredir öğretmenlik yapanlara göre göçmen öğrencilerin mesleki ve eğitsel rehberlik ihtiyacının anlamlı şekilde daha az olduğunu düşündükleri görülmüştür. Öğretmenlere göre göçmen öğrencilerin kişisel ve sosyal rehberlik ihtiyaçlarının, mesleki rehberlik ve eğitsel rehberlik ihtiyaçları öğrencilerin görüşlerine kıyasla daha fazla olduğu görülmüştür.
In this study, it is aimed to examine the "Guidance Needs Analysis" of immigrant students in schools and their branch teachers. The population of the study consists of immigrant 5th, 6th, 7th and 8th grade female and male students studying in secondary schools in Maltepe district of Istanbul province in the 2021-2022 academic year and teachers who teach in the same school. A total of 402 migrant students [238 girls (59.2%), 164 boys (40.8%)] and 74 teachers from different branches were included in the study. The empirical research model, one of the quantitative research methods, was used in our study. Personal information form, Guidance Needs Assessment Questionnaire (GNAQ) student and teacher forms were used as data collection tools. The data obtained from our study were analyzed using SPSS 21.0 software. As a result of the statistical analysis, the most needed guidance need according to immigrant students is vocational guidance, while the least needed guidance need is personal social guidance. It was observed that the vocational guidance needs of female immigrant students were significantly higher than male immigrant students. Immigrant students in 8th grade had lower personal and social guidance needs than immigrant students in 5th, 6th and 7th grades, while immigrant students in 5th grade had higher personal and social guidance needs than immigrant students in 6th, 7th and 8th grades. Again, as a result of our study, it was determined that the educational guidance needs of immigrant students in the 5th grade were higher than the other grades, while those in the 8th grade were lower than the other grades. The personal social guidance needs of immigrant students whose parents were deceased were higher than those whose parents were separated, whose parents were divorced, and whose parents were separated but living in different cities. According to the teachers, migrant students need personal social guidance the most and educational guidance the least. However, in general, according to the teachers, immigrant students have a high need for personal social guidance, vocational guidance and educational guidance. As a result of our study, it was seen that teachers who have been teaching for 16-21 years think that the vocational and educational guidance needs of immigrant students are significantly less than those who have been teaching for 1-5 years, 6-10 years, 11-15 years and 21 years or more. According to the teachers, migrant students' personal and social guidance needs, vocational guidance and educational guidance needs were found to be higher compared to the opinions of the students.
In this study, it is aimed to examine the "Guidance Needs Analysis" of immigrant students in schools and their branch teachers. The population of the study consists of immigrant 5th, 6th, 7th and 8th grade female and male students studying in secondary schools in Maltepe district of Istanbul province in the 2021-2022 academic year and teachers who teach in the same school. A total of 402 migrant students [238 girls (59.2%), 164 boys (40.8%)] and 74 teachers from different branches were included in the study. The empirical research model, one of the quantitative research methods, was used in our study. Personal information form, Guidance Needs Assessment Questionnaire (GNAQ) student and teacher forms were used as data collection tools. The data obtained from our study were analyzed using SPSS 21.0 software. As a result of the statistical analysis, the most needed guidance need according to immigrant students is vocational guidance, while the least needed guidance need is personal social guidance. It was observed that the vocational guidance needs of female immigrant students were significantly higher than male immigrant students. Immigrant students in 8th grade had lower personal and social guidance needs than immigrant students in 5th, 6th and 7th grades, while immigrant students in 5th grade had higher personal and social guidance needs than immigrant students in 6th, 7th and 8th grades. Again, as a result of our study, it was determined that the educational guidance needs of immigrant students in the 5th grade were higher than the other grades, while those in the 8th grade were lower than the other grades. The personal social guidance needs of immigrant students whose parents were deceased were higher than those whose parents were separated, whose parents were divorced, and whose parents were separated but living in different cities. According to the teachers, migrant students need personal social guidance the most and educational guidance the least. However, in general, according to the teachers, immigrant students have a high need for personal social guidance, vocational guidance and educational guidance. As a result of our study, it was seen that teachers who have been teaching for 16-21 years think that the vocational and educational guidance needs of immigrant students are significantly less than those who have been teaching for 1-5 years, 6-10 years, 11-15 years and 21 years or more. According to the teachers, migrant students' personal and social guidance needs, vocational guidance and educational guidance needs were found to be higher compared to the opinions of the students.
Açıklama
Anahtar Kelimeler
Göçmen öğrenci, Rehberlik ihtiyacı, Öğretmen, Migrant student, Need for guidance, Teacher
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Albayram, E. (2023). Göçmen öğrencilerin rehberlik ve psikolojik danışma ihtiyaçlarının öğretmen ve göçmen öğrenci görüşüne göre incelenmesi / Examination of migrant students' needs for guidance and psychological counsel from teacher and migrant student's opinion. (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
