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- Title
The Analysis of the Teachers' Learning Styles.
- Authors
Kapan, Sabri Burak; Kartal, Şefik; Erginer, Ergin
- Abstract
The aim of this study is to analyze the teachers' learning styles and to determine whether they differ according to different variables. The relational survey method was used in the study. The sample of the study consists of 794 teachers selected by simple random sampling and working in primary and secondary schools in Tokat city centre, districts, towns, and villages."Personal Information Form" prepared by the researchers to determine the personal information of teachers such as gender, school location, seniority, educational status, and branch and "Vermunt's Learning Styles Inventory (120-question version)" which was adapted to Turkish by Erginer (2012) were used to collect the data.The data were analyzed using SPSS statistical software program. Mean and standard deviation scores were calculated to determine the learning styles of the teachers. Since the data were not normally distributed according to the Kolmogorov-Smirnov test results the Mann Whitney-U test was used to determine whether the learning styles of the teachers differ in terms of the gender, school location and the branch variables; the Kruskal Wallis-H test was used to determine whether teachers' learning styles differ in terms of seniority and educational status variables and the Mann Whitney-U test was used to determine between which groups these differences occurred. As the result of the research, it was found out that the dominant learning style of teachers for "Processing Strategies" component is "Application Directed", the dominant learning style of teachers for "Regulation Strategies" component is "Meaning Directed", the dominant learning style of teachers for "Learning Orientations" component is "Application Directed", and the dominant learning style of teachers for "Mental Models of Learning" component is "Meaning Oriented". In the study, significant differences were found in favor of female teachers, teachers with higher years of seniority and classroom teachers. The reasons for these differences can be investigated with further studies. It is thought that academic success and intellectual development are closely related to learning style. Awareness about learning styles and effectiveness can be created by giving in-service training to teachers.
- Publication
E-International Journal of Educational Research, 2022, Vol 13, Issue 2, p180
- ISSN
1309-6265
- Publication type
Academic Journal
- DOI
10.19160/e-ijer.1050094