Perceptions of School Administrators and Teachers about the Schools Areas Need to be Improved


Since all individuals in society do not have sufficient conditions in term of education, there are significant differences in the achievement levels of students in different regions. In order to cope with this problem, can be provided increasing the quality of learning environments, the restructuring of the school system based on the qualifications of the school system, increasing the quantity and quality of the academic staff, and the integration of information and communication technologies into the training programs. Therefore, changes should be made in the education system in order to improve the quality of school and teaching. However, the success of change initiatives is generally low. In order for the change process to be successful, employees should be informed about change and their concerns should be addressed and the goals of change must be unified with the purposes of the employees.
The aim of the study is to determine the perceptions of primary and secondary school teachers and their administrators about the areas of their schools need to be improved and to determine whether these perceptions differ in terms of some variables.
The design of this research is a descriptive survey model. In this study, a scale was developed as a data collection tool. The study sample was consisted of 1539 primary and secondary school teachers and administrators who have worked in the metropolitan districts of the province of Izmir in the schools of the Ministry of National Education in the 2018-2019 academic year.

This work was supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) [grant number 217K375].

Author Information
Esen Altunay, Ege University, Turkey
Pelin Piştav Akmeşe, Ege University, Turkey
Gül Şahin, Ministry of Education, Izmir, Turkey
Yunus Emre Agaçdiken, Ege University, Turkey
Erdal Toprakçı, Ege University, Turkey

Paper Information
Conference: ECE2019
Stream: Educational policy

This paper is part of the ECE2019 Conference Proceedings (View)
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Posted by James Alexander Gordon