Öz

Öğretmenlerin mesleki öğrenme etkinlikleri, okul çıktıları üzerinde olumlu sonuçlar doğurmaktadır. Bu çalışma, Ankara’daki devlet ortaokullarında görev yapan 582 öğretmenden elde edilen verilerle, öğretmen failliği ile öğretmenlerin mesleki öğrenme etkinlikleri arasındaki ilişkiyi incelemiştir. Türkiye’nin başkenti ve önemli bir eğitim merkezi olan Ankara, güçlü temsiliyet kapasitesi nedeniyle çalışma alanı olarak seçilmiştir. Yapısal eşitlik modellemesi (YEM) kullanılarak, öğretmen failliği ile öğretmenlerin mesleki öğrenme etkinlikleri arasındaki ilişki ve bu ilişkide öğretmen öz-yeterliğinin aracı rolü test edilmiştir. Bulgular, aracılık modelini desteklemiş; öğretmen failliği ile öğretmenlerin mesleki öğrenme etkinlikleri ilişkisinin hem doğrudan hem de öğretmen öz-yeterliği aracılığıyla dolaylı ilişkisi olduğunu göstermiştir. Bu sonuçlar, öğretmen failliği ile mesleki öğrenme etkinlikleri arasındaki ilişkilerin Ankara’daki devlet ortaokulları bağlamında nasıl işlediğine dair derinlemesine bir anlayış sunmaktadır. Ayrıca, öğretmenlerin mesleki öğrenme etkinliklerini teşvik etmek ve okul çıktılarının iyileştirilmesine katkı sağlamak amacıyla politika yapıcılara ve okul yöneticilerine yönelik pratik öneriler de sunulmuştur.

Anahtar Kelimeler: Öğretmen mesleki öğrenme etkinlikleri, Öğretmen failliği, Öğretmen öz-yeterliği, Aracılık testi, Ortaokul öğretmeni

Kaynakça

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Nasıl atıf yapılır

Hacımustafaoğlu, D., Ersan Albayrak, E., Dinç, B., & Özdemir, M. (2026). Öğretmen failliği ile öğretmenlerin mesleki öğrenme etkinlikleri arasındaki ilişki: öğretmen öz-yeterliğinin aracı rolü. Eğitim Ve Bilim, 51(226), 441-460. https://doi.org/10.15390/ES.2026.2468