Öz

Öğretmenlerin özerklik desteği, öğrenciler ve eğitim çıktıları üzerindeki olumlu etkileri nedeniyle akademik alanda giderek daha fazla ilgi görmektedir. Bu araştırmada, eleştirel düşünme eğilimi ile öğretmenlerin özerklik desteği arasındaki bağlantıyı açıklayabilecek etmenler, düzenleyici aracılık modeli yoluyla incelenmiştir. Bu çalışmada, eleştirel düşünme eğilimi ile öğretmenlerin özerklik desteği arasındaki ilişkide öğretmen özerkliğinin aracı, öz-yeterliğin ise düzenleyici rolü ele alınmıştır. Türkiye'de 417 öğretmenden toplanan veriler, bootstrap testleri kullanılarak analiz edilmiştir. Sonuçlar, öğretmenlerin eleştirel düşünme eğilimlerinin, özerklik desteği üzerinde hem doğrudan hem de öğretmen özerkliği aracılığıyla dolaylı olarak anlamlı etkilerinin olduğunu ortaya koymuştur. Öz-yeterlik, eleştirel düşünme eğilimi ile öğretmen özerkliği arasındaki ilişkide anlamlı bir düzenleyici etkiye sahiptir. Ayrıca, öz-yeterlik, eleştirel düşünme eğilimi ile özerklik desteği arasındaki dolaylı ilişkinin gücünü anlamlı bir şekilde düzenlemektedir. Öğretmenler daha yüksek öz-yeterlik düzeyine sahip olduklarında, eleştirel düşünme eğiliminin özerklik desteği üzerindeki olumlu dolaylı etkisinin, düşük öz-yeterlik düzeyine sahip öğretmenlere göre daha güçlü olduğu bulunmuştur. Tartışmada, öğretmenlerin eleştirel düşünme eğiliminin özerklik desteğine katkısında, öğretmen özerkliği ve öz-yeterliğin işlevlerinin anlaşılmasının yararları vurgulanmıştır. Araştırma sonuçları, uygulayıcılar için, öğretmen özerkliği ve öz-yeterliğini artırmaya yönelik öneriler sunmaktadır.

Anahtar Kelimeler: Eleştirel düşünme, Özerklik desteği, Öğretmen özerkliği, Öz-yeterlik, Düzenleyici aracılık, Öğretmen

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Çolak, İ., & Yazıcı, A. Ş. (2026). Öğretmenlerin eleştirel düşünme eğilimleri ile özerklik destekleri arasındaki ilişki: öğretmen özerkliği ve öz-yeterliğin düzenleyici aracılık modeli. Eğitim Ve Bilim, 51(226), 421-439. https://doi.org/10.15390/ES.2026.2473