مرکز منطقه ای اطلاع رساني علوم و فناوري - EXAMINING THE TEACHERS CULTURAL CAPITAL COMPETENCES: EXAMPLE OF VOCATIONAL HIGH SCHOOL

Abstract :

The main purpose of this research is to examine the cultural capital competencies of teachers working at vocational high schools in Turkey. Mixed model (explanatory design) was used in the research. The purpose of using this method is to streng then the research by combining the strengths of quantitative and qualitative methods. For this purpose, the teachers working at the vocational high schools in four provinces (Antalya, İzmir, İstanbul and Ankara) were chosen randomly. In total, 380 teachers in the quantitative part of the research and 15 teachers in the qualitative part in the city center of Adana province. In the quantitative part of the study, “Teachers’ Cultural Capital Competences Scale developed by Avcı and Yaşar (2015) and semi-structured interview form which was prepared by the researchers forth equalitative part were used in the research . In the analysis of the data, forth equantitative part of the study, t-test and ANOVA tests were used to reveal the difference between the variables and the descriptive statistics (percentage, arithmetic mean, frequency, standard deviation) were used. For the the qualitative part, frequency determination through descriptive analysis was used.Some of the research results are as follows: it was revealed that the level of cultural capital competencies of vocational high school teachers are high. Female teachers have a higher level of cultural capital competencies than male teachers. Teachers cultural capital competencies are directly proportional to their parents educational level. The conditions that prevent cultural capital are mostly socio-economic structure, habits and work intensity. It is necessary to investigate the dimensions seperately to streng then the cultural capital. According to this, there are needs of reading habits and qualified education for the increase in intellectual accumulation; free time and financial support for participation in cultural events; value education for cultural consciousness; and increasing participation in cultural tourism for realization the cultural potential.