Volume 24 , Issue 4 , PP: 176-192, 2024 | Cite this article as | XML | Html | PDF | Full Length Article
Saziye Yaman 1 *
Doi: https://doi.org/10.54216/IJNS.240413
The objective of this research is to examine the decision-making processes of teachers and explore their self-assessments of teaching competency levels based on the competency indicators proposed by the Ministry of National Education (MoNE) in Turkey. The study adopts a constructivist perspective, offering a fresh look at the cognitive levels of teachers and their decision-making mechanisms. Additionally, it integrates neutrosophic science principles to address the uncertainties and indeterminacies present in teachers' self-evaluation and decision-making processes. Data were gathered using the "General Competencies for Teaching Profession (GCTP)" scale, which was developed according to the competencies defined by the MoNE. This new scale, featuring 15 Likert-type items, was validated and tested for reliability before being administered to a sample of 320 volunteering teachers from various disciplines in Turkey. The scale measures data within the "Professional skills" domain and captures teachers' self-perceived competency beliefs related to their professional skills, considering factors such as years of teaching experience, gender, subjects taught, and the type of school (primary or secondary) where they are employed. SPSS 16.0 was used for data analysis and to obtain descriptive statistics for the item results. The analysis revealed that primary school teachers scored higher on the GCTP scale compared to high school teachers. By incorporating neutrosophic science, the study effectively navigates the uncertainties in assessing teaching competencies, offering a more nuanced understanding of the factors that influence teachers' decision-making processes.
Cognitive schema , Decision Making Process , Competency , Professional Skills , Teaching , Neutrosophic Science
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