THE OPINIONS OF MANAGERS AND PRIMARY TEACHERS REGARDING SUPPORT EDUCATION ROOMS (SER): KARAMAN PROVINCE CASE
The purpose of this study is to receive opinions of classroom teachers charged in support education rooms (SER) and managers in schools with SER. Participants of the research consist of 86 classroom teachers providing support education in primary schools and 20 managers in the center of Karaman city...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/805fa5dc1d754ad8bc6150d550d704f8 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | The purpose of this study is to receive opinions of classroom teachers charged in support education rooms (SER) and managers in schools with SER. Participants of the research consist of 86 classroom teachers providing support education in primary schools and 20 managers in the center of Karaman city. A questionnaire developed by the researchers was applied to classroom teachers and semi-structured interviews were applied to managers as data collection instruments. Expert opinions were obtained for the content validity of the questionnaire and item factor analysis was performed for the construct validity. Cronbach’s alpha reliability coefficient of the questionnaire was found as 63. Expert opinions were consulted in the preparation of semi-structured interviews administered to managers. A pilot study was done with 2 managers and responses to the questions were coded separately by two faculty members except the researchers for reliability. The reliability calculation of the form with 8 questions was found as.87 (7/7+1) with the method of Reliability = Consensus / (Consensus + Dissidence). Correlations between the data obtained from questionnaires in the study were analyzed with parametric and non-parametric analysis with the Kolmogorov-Simirnov normality test. The data obtained from the interviews were examined and interpreted by the content analysis method. As a result, significant correlations were observed between genders of the teachers, length of service, the availability of mainstreaming students, experience in previous SER and opinions such as existing physical infrastructure on SER, SER regulation and its effect on students’ achievements. Furthermore, opinions were expressed in interviews that physical infrastructure of SER, SER regulation, and knowledge of teachers are inadequate. |
|---|