An analysis of multigrade class teachers? opinions related to the new constructivism-based primary school programme applied in multigrade classes (a case in Kilis province)

This study is carried out in order to reveal the factors affecting the implementation of the new primary school curriculum in multi-grade classses based on the views of the multi-grade teachers. Data were gathered from 94 multi-grade teachers serving in 65 village public primary schools in Kilis Province; Musabeyli, Polateli, Elbeyli and central district during the 2009-2010 Educational year. As all the multi-grade classes teachers serving in Kilis were involved in the study there was no sampling. Arithmetic average, percentage distribution, independent sampling t-test and ANOVA techniques were utilized in the analysis of the data. In the study, a specially-developed data collection tool (questionnaire) named `scale for the factors affecting the implementation of the new primary school curriculum in multi-grade classses? were employed. Study findings perceive that the most basic factor adversely affecting the implementation of the new primary school curriculum is multi-grade class teachers `Guidance and Family? dimension. In teachers? perceptions of some subscales; statistically meaningful difference was observed depending on the genders, the number of students, the number of teachers at school, the availability of internet connection at school and resident status. The study is significant in that it can be a starting point for policy makers and multi-grade teachers in evalueting the strengths and weaknessess of the current program.