文章基本信息

标题：Professional maturity of teachers within the scope of maturity theory of Chris Argyris Chris Agyris’in olgunluk kuramı kapsamında öğretmenlerin mesleki olgunluğu
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作者：Süleyman Göksoy ; Mahmut Sağır
期刊名称：International Journal of Human Sciences
印刷版ISSN：1303-5134
出版年度：2017
卷号：14
期号：3
页码：3078
DOI：10.14687/jhs.v14i3.4668
出版社：International Journal of Human Sciences
摘要：The present research aimed to reveal principals’ opinions about professional maturity levels of teachers within the scope of maturity theory of Argyris.The research was carried out with survey model. It was conducted with qualitative research design which aims to examine the meanings inflicted from individuals’ experiences and to demonstrate the concepts in their natural environment in a realistic and holistic way. The study group of the research was determined using criterion sampling and maximum variety sampling methods. The study group consists of 12 principals who have at least 5 years of professional experience and who work in primary, secondary and high schools in Duzce province in 2016-2017 academic year. The fact that principals were chosen among the ones who have at least 5 years of experience results from the idea that their awareness of teacher maturity would be higher. Primary, secondary and high school principals were consulted in order to provide maximum variation. Semi-structured interview form was developed based on the maturity theory of Argyris. Principals mainly stated that teachers are passive both in educational and managerial processes in school and in their professional processes. They remarked that teachers cannot operate the work independently and that they demonstrate indifference to the job. They also observed that teachers behave restrictedly, have short term perceptions and do not have the inclination to make progress in their career. Therefore, principals are of the opinion that teachers have not been professionally mature in terms of seven variables of Argyris’s maturity theory. It can be concluded that teachers have not achieved professional maturity in teaching.