The views of elementary school teachers about reading - writing instruction process in 4 + 4 + 4 school system: Düzce sample

The aim of this study is to determine the views of elementary school teachers about reading-writing instruction process in 4+4+4 school system according to gender, professional experience and type of school they graduated from. 289 teachers working in Düzce who have been teaching first and second grades participated in the study. In order to determine the views of teachers after the system change applied in 2012-2013 academic year, a questionnarie named "The Views of Elementary School Teachers About Reading-writing Instruction Process in 4+4+4 School System" developed by the researcher was conducted. Descriptive method was used in the study. The analyses were done using statistical package programs. Percentage and frequency values of teachers views were presented. The relationship between gender, professional experience and type of school teachers graduated was analysed through Chi-Square tests. In this study which aims to determine the views of elementary school teachers about reading-writing instruction process in 4+4+4 school, the conclusions can be summarised as; teachers need additional books, teachers certainly control homework in class time, children between 60-66 months ages have difficulties in adapting school, 4+4+4 school system affected reading-writing process negatively conducting reading-writing instruction process activities require patience, three months time given for adaptation and preparation studies is more than needed, children who attented preschool education are more successful in reading-writing process than the others who did not, teachers have the necessary skills for conducting reading-writing instruction process No significant difference was found in Chi-square tests conducted to determine the relationship between the views of teachers and gender. The relationship between the views of the teachers toward reading-writing process and their professional experience was investigated through Chi-square tests. According to the results; the following items showed significant difference; conducting reading-writing activities are more important than the others, parents support their children during reading-writing process. When the views of teachers gruaduated from different schools were investigated, it can be concluded that; most of the teachers think 4+4+4 school system affected reading-writing instruction process negatively, children between 60-66 months ages have difficulties in adapting school, teachers have the necessary skills for conducting reading-writing instruction process and conducting reading-writing instruction process activities require patience.