Ulu-Kalin Özlem, Kumandaş-Öztürk Hatice
Faculty of Education, Artvin Coruh University, 08000 Artvin, Türkiye.
Behav Sci (Basel). 2024 Jul 23;14(8):626. doi: 10.3390/bs14080626.
The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher.
本研究旨在确定基于机构、部门和专业资历的教师高阶思维技能（批判性、创造性和共情性思维）之间的差异。研究数据来自345名教师，使用批判性思维倾向量表、马尔马拉创造性思维能力量表和基本共情量表进行收集，并对数据进行验证性因素分析。数据采用判别分析进行分析。研究结果表明，基于就业机构、资历和部门，教师的批判性、创造性和共情性思维技能存在显著差异。判别函数分析显示，最具区分性的变量是基于机构的共情和基于资历及部门的创造性思维。研究确定，资历少于15年的中小学教师在批判性思维技能方面得分较高，资历为16年或以上的中学教师在创造性思维技能方面得分较高。外语教师在两种思维技能方面得分都较高。最后，资历在15年及以下的普通部门中小学教师的平均共情技能得分较高。
