Akademik Veri Yönetim Sistemi
Cumhuriyet Uluslararası Eğitim Dergisi, cilt.10, sa.4, ss.1490-1506, 2021 (Hakemli Dergi)
In this study, it is aimed to examine the relationship between classroom teachers' decision-making skills and self-regulation skills in the direction of the mixed research method. This study is conducted with explanatory sequential design, one of the mixed research designs. The first stage of the study, quantitative study, is conducted with the classroom teachers working in Aziziye, Palandöken and Yakutiye countries of Erzurum province in 2018-2019 academic years. The quantitative dimension of the study was conducted with 345 primary school teachers selected with the purposive sampling method, and the qualitative dimension was conducted with 50 classroom teachers selected with purposeful sampling among the teachers in the study group. The quantitative data were collected through the “Melbourne Decision-Making Questionnaire” and the “Self-Regulation Questionnaire”, and the qualitative data were collected through the “Structured Interview Protocol”. According to the quantitative findings obtained from the study, it has been determined that selfregulation skills have a negative relationship with self-esteem in decision-making and have a positive relationship with decision styles. However, the self-monitoring sub-dimension of self-regulation has been found to be the most powerful predictor of decision-making skills. From the analysis of the structured interview protocols applied in the qualitative dimension, it has been seen that the teachers think that there is a relationship between self-regulation and decisionmaking skills and they more likely evaluate this relationship as selfregulation skill predicts the decision-making skills. Accordingly, it has been determined that the findings obtained through qualitative methods explain and support the quantitative findings.
Keywords: Decision-making skills, self-regulation skills, decision,
classroom teacher, mixed method.