Primary School Teachers’ Writing Success and Their Use of Writing as a Learning Tool Sınıf Öğretmenlerinin Yazma Başarısı ve Yazmayı Öğrenme Aracı Olarak Kullanmaları

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SEBAN D., CANLI A., ASLAN A.

Milli Egitim, cilt.55, sa.249, ss.259-290, 2026 (Scopus, TRDizin)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 55 Sayı: 249
• Basım Tarihi: 2026
• Doi Numarası: 10.37669/milliegitim.1606894
• Dergi Adı: Milli Egitim
• Derginin Tarandığı İndeksler: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.259-290
• Anahtar Kelimeler: primary school teachers, sınıf öğretmenleri, writing achievement, writing to learn, yazma başarısı, yazmanın öğrenme amaçlı kullanımı
• Akdeniz Üniversitesi Adresli: Evet

Özet

This study examines the relationship between primary school teachers’ writing achievements and their use of writing for learning purposes. It analyzes teachers’ performance in these areas based on gender, education level, professional experience, time spent on writing activities, and publishing experience. Quantitative research methodology was used. Data was collected from 225 primary school teachers. A scale for writing use in learning and a writing achievement assessment tool were employed. Results showed no significant relationship between writing achievement and the use of writing as a learning tool. Female teachers outperformed males in both areas. Professional experience and education level positively impacted teachers’ writing achievement but didn’t correlate with the use of writing as a learning tool in their classrooms. Teachers dedicating more time to writing activities and those with authorship showed higher levels of the use of writing as a learning tool.