Comparison of Specialization Models in Certain Classes in Classroom Education: A Four-Year Longitudinal Study
Project no. 20548 · Status: Kapanmış · 2019
Summary
<p>Research on the specialization of classroom teachers in certain grade levels or courses has been a subject that has been studied for a long time. The aim of the project is to compare the models based on the specialization of primary school teachers over four years. In this context, the examined models; a) self-contained and four-years looping model (Model 1), b) self-contained, three-year looping and departmentalized model (Model 2), and c) self-contained, two-year looping and departmentalized model (Model 3). The project is the first study in Turkey to examine the problem in question with a four-years retrospective longitudinal mixed design. Accordingly, the self-efficacy, attitude towards the profession, job satisfaction and motivation of the participating teachers; on the other hand, some cognitive and affective characteristics of the students (Turkish language achievement, mathematics achievement, science achievement, school anxiety, school attachment, attitudes towards reading, democratic attitudes) were monitored for four years. The data were collected through convenient sampling from primary school students (402 in the first year/ 223 in the last year) and their classroom teachers (21 in the first year/14 in the last year) who were educated between 2017-2021, in six private schools that three different models were applied and voluntarily participated in the study. According to the findings, there were significant differences in favor of Model 1 between the third and fourth-grade Turkish language achievement, second, third and fourth-grade mathematics achievement and fourth-grade science achievement scores of the students studying in schools where three different models were applied. In other words, it was determined that students in Model 1 performed higher in Turkish language, mathematics and science courses than students in other models. In addition, the first, second and third graders’ school anxiety scores in Model 3 are significantly higher than the students in the other two models; the fourth-grade reading attitude scores of Model 1 students are significantly higher than those of Model 3 students. Finally, it was determined that the third and fourth-grade school attachment scores of Model 1 and Model 2 students were higher than those of Model 3 students. When the results are combined, it can be said that the traditional model (Model 1) is more successful in terms of cognitive skills, and Model 3 is weaker in terms of affective features. Quantitative findings obtained from teachers revealed that self-efficacy, motivation, and attitudes towards the profession of teachers working in different models did not differ, but their job satisfaction scores differed in the second and third years. Accordingly, it was observed that the job satisfaction of teachers working in the two- and three-year looping and departmentalized model was significantly higher in the second and third years compared to the traditional model. However, it was determined that these differences were caused by the new teachers as required by the model, and did not reflect the general situation. In terms of qualitative findings, the reasons for the model change in schools, the effects of model changes on students, teachers, administrators and parents, and suggestions about models were uncovered. While the participating teachers expressed the positive and negative effects of each model, they suggested that the same teacher spend at least three or four years with a specific student group. In conclusion, it can be said that Model 1 (traditional, self-contained and four-years looping model) is the most successful model for students to acquire both cognitive and affective characteristics.</p>