Öğretmenlerde Akılcı Olmayan İnançları Etkileyen Faktörlerin İncelenmesi

Abstract

AbstractThe survival of living beings largely depends on their abilities to recognize and adapt to their environment. This is closely related to the cognitive processes by which information is processed. As they have decisive influence on the outcomes of education, teachers who have the ability to think rationally and make rational decisions are integral to achieving the goals desired from education. The aim of this study is to apply Albert Ellis' theory to an e analysis of the factors that affect the irrational beliefs of teachers working in primary and secondary schools. The research was carried out according to a descriptive approach, following a relational design of the general survey model. The study group consisted of 370 randomly-selected and voluntarily-participating teachers work- ing in Van. The data was collected using Personal Information Forms and the Beck Depression Inventory. The regression model was analyzed with the CHAID method of analysis. Teachers' rational and irrational beliefs were selected as the dependent variables. As a result of the CHAID analysis, depression, satisfaction with the teaching profession, seniority, and industry variables were found to be significant.Key WordsCHAID Analysis, Cognitive Therapy, Irrational Beliefs, Rational Beliefs, Teacher.The survival of living beings largely depends on their abilities to recognize and adapt to their environment. The search for the source of knowledge about ourselves and our environment has continued since the pre-psychology period. There are two basic views on this subject. One of these views argues that knowledge is innate, while the other view maintains that experiences are the source of knowledge. The first perspective assumes that there are pre-existing categories of information regulating our sensory experiences. According to the opposing view, knowledge can only exist based on experiences. Neither of these views, which are as old as the history of thought, have been scientifically rejected. Thus, it can be said that knowledge draws on both experiences and pre-existing, innate information (Solso, Maclin, & Maclin, 2007).With the development of opposing ideas towards the end of the period that was dominated by the behaviorist school of thought (zeitgeist), cognition has been increasingly studied within psychology (Schultz & Schultz, 2001). As cognitive structures gained importance in the field of psychology, cognitive aspects of personality theories were emphasized more and more. However, the idea that cognitive structures have an effect on personality has very deep roots in the past. For example, the proposition of Epictetus -Stoic philosophers in Ancient Greece - that people are not disturbed by events, but are disturbed by impressions gained from them (Epiktetos, 2003), as well as Adler's view that emotional reactions and ways of life are linked to basic beliefs and thus occur cognitively (Corey, 2005), gave importance to cognitive structures before Albert Ellis.With the increasing emphasis on how cognitive structures affect personality, psychotherapies that are based on cognitive approaches have been widely adopted. As its name suggests, the focus of cognitive psychotherapy is thoughts (Burger, 2006). Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis (Ellis & Harper, 1997). This approach was first termed Rational Therapy (RT) in 1955 by Albert Ellis, was changed to Rational Emotive Therapy (RET) in 1961, and then came to be known as Rational Emotive Behavior Therapy (REBT) in 1993. It is considered to be Cognitive Behavioral Therapy's (CBT) first approach. While the approach started off as being excessively cognitive, quite positivist, and very router in nature (Ortakale, 2008), over time it developed a focus on feelings and behaviors (Ellis, 1994; Turkum, 1994).According to Ellis (1994), as a result of incorrect reasoning and irrational beliefs, individuals experience depression, anxiety, stress, and other similar problems. …