An Evaluation Of The Effeciıveness Of Commitees Of Teachers Based On The Views Of Turkish Language Teachers (A Sample Of Erzurum)

Esin ŞAHİN, Sedat MADEN, Mehmet GEDİK
1.261 654

Abstract


Turkish language teachers form the Turkish language teachers‟ committees. Committee in these committees, they have made up their minds about how to make use of the staff at school, library, language laboratory if it exists, which criteria‟s they will use while setting their home works and which techniques they will use dur- ing lessons. These decisions play an important role to be successful in their affairs.

 

In this study, it was aimed to determine the contribution of Turkish lan- guage teachers‟ committees based on the views of heads of Turkish language teach- ers‟ committees who work in Erzurum.

 

The research was conducted by a survey method based on scales. The un- iverse of the study consisted of heads of Turkish language teachers‟ committees working at the primary schools in the city centre of Erzurum in the 2009-20010 aca- demic year. The sample of the study consisted of 31 heads of Turkish language teachers‟ committees working at 18 different primary schools who were selected ac- cording to the proportional clustering sampling system. As the data collection tool of the research, a three-pointed likert scale, “Teachers‟ Committees Evaluation Scale” used by Demirtaş and Cömert (2006) in their study was utilized.

 

With regard to the results of the research, it has been reached that the opinions of the heads of Turkish teachers‟ coterie, related to efficiency of coterie meetings, are generally in “sometimes” level; indicated a considerable difference according to the variables of professional seniority and undergraduate program which the teachers have graduated; the thing which they are doing at the very least is to try to keep on education-teaching activities towards the program.


Keywords


Turkish Language Course, Teachers‟ Committees, Head of Teachers‟ Committees.

Full Text:

PDF (Türkçe) PDF


References


Akdemir, S. (2006). Zümre Öğretmenler Kurulu Toplantı Tutanaklarına Göre Lise Tarih Derslerinde Yaşanan Sorunlar ve Çözüm Önerileri. Yayımlanmamış Yüksek Lisans Tezi, Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.

Baytekin, Ç. (2004). Öğrenme Öğretme Teknikleri ve Materyal Geliştirme. Ankara: Anı Yayıncılık.

Demirtaş, H., Cömert, M. (2006). Zümre Öğretmenler Kurulu Toplantılarının Ertkililiğinin Öğretmen Görüşlerine Dayalı Olarak Değerlendirilmesi: Ma- latya İli Örneği. Eğitim Araştırmaları Dergisi, 6(25), 96–108.

Dönmez, B. (2001). “Bir Eğitim Kurumu Olarak Okul”. Y. Özden (Ed.), Öğretmenlik Mesleğine Giriş (s. 85–114). Ankara: Pegem A Yayıncılık.

Eryalçın, G. (1998). A Qualitative Assesment of Departmental Effectiveness From The Perspectives of Teachers and Department Heads: A Case Study of Turkish and Science Departments in a Private Middle School. Yayımlan- mamış Yüksek Lisans Tezi, Ankara: Orta Doğu Teknik Üniversitesi.

Kaya A. (2005). “Çocuklar İçin Yalnızlık Ölçeğinin Türkçe Formunun Geçerlilik ve Güvenirlik Çalışması”. Eğitim Araştırmaları (Euroasian Journal of Educational Research), 5 (19), 220-237.

Küçük, M., Ayvacı, H., Altıntaş, A. (2004). “Zümre Öğretmenler Kurulu Toplantı Kararlarının Eğitim Ve Öğretim Uygulamaları Üzerindeki Yansımaları”.

XIII. Ulusal Eğitim Bilimleri Kurultayı, Malatya: İnönü Üniversitesi. MEB. (2003). İlköğretim Kurumları Yönetmeliği. Resmi gazete, Sayı: 2552.

MEB (2005). İlköğretim 1–5. Sınıf Programları, (Online erişim: 18.05.2009)

.http://www.iogm.meb.gov.tr/files/io-15sinifprogramlaritanitimkit.doc.

Taymaz, H. (2003). İlköğretim ve Ortaöğretim Okul Müdürleri İçin Okul Yönetimi.

Ankara: PegemA Yayıncılık.