Views of the teachers who are employed in different types of schools and cramschoolsabout the functions and requirements of cramschools

This research is carried out in order to examine and analyse the views of the teachers towards the cramschools? functions and requirements. The population of this research is the teachers who are in Ankara and working for different schools and cram schools. In this research, 224 people who are determined in this population constitutes the sample. The data about the research is gathered through the Cram School Evaluation Survey and Personal Information Form. The survey consists of 5 parts which are 11 questions about the reasons why a cram school is necessary, 9 questions about the advantages of the cram schools and their atmospheres, 5 questions concerning the employment, 9 questions about the negative views toward the cram schools, and 8 questions about the recommendations and expectations about the cramschools and their future, in total 42 questions. The data gathered from the survey is codified and is analysed in the computer by the help of SPSS packet program. The frequency and percentage calculations about the first part of the scale for the variants of gender, marital status, the employer institution, seniority, branch, and the institution are done and surveys, for each variant, are compared by the use of the cross tabulation. The resulsts of the survey are listed below: Teachers regard the increasing rivalry of education and teaching, the decreasing quality of teaching in the governmental sector, thus the exams, students? demands, the cram schools? taking beneficial teaching results by encouragement, and the profile of the parents wishing for a better education for their children and the cram schools? being a motivation source for the students as the reasons for the cram schools? being a necessity. The teachers therefore point out the benefical sides of the cram schools by the explanations concerning the cram schools? being able to fit into the technological developments much more easily compared to the other schools, the students who take the cram school education are more successfull in the academic field than those who don?t and their success increase in their school, the cram school is a complementory element for the students and their courses at school.Moreover,since the cram schools employ many teachers and there are assumptions and expectations that when these institutions are absent there will be many unemployed teachers and the cramschools? added value to the economy is very high, teachers regard these qualities as a contribution of the cramschols to employment. The reasons including some cramschools? wrong regulations shake the trust of the society towards the cramschools, and that the government hasn?t yet legitimized the cramschools by necessary legal regulations, that some social associations have high investment in the cram schools, the fact that the teachers don?t gain the money they actually deserve, the cram school education is very expensive for the majority of the society, and the politics? negative views about the cram schools are regarded as the reasons for the teachers? negative prospect of them.Cramschols, before all else, are the education institutions and they should remain so, thus the money spent for the education is never in vain. Furthermore the views like even when the cram schools are absent, people will find another way to take the same necessary education and all cramscools can not be turned into schools are counted by the teachers as the expectations and recommendations for the future. The views stating that cramschools have a better group of teachers, the qualified group of the students, the managers and employees of the cramschools are more loyal to their mission, and to manage a cramshool is easy and moneyful are not regarded as the reasons making the cramschools a necessity for the people. Thus, although the cramschools have the enough physical conditions for the educationand they are a serious ethics teaching center and they prevent the students from fronting to harmful habits, thus they provide the equality of opportunity, these qualities are not counted as the benefits of the crasmchools by the teachers. Moreover, even though the money gained from the cramchools is paid to the teachers at the end, the view that students who lack the necessary financial supplement can make use of the cramschools without any payment is not regarded as an economic contribution of the cramschool by the teachers. The views that the cramschools haven?t been accepted yet by the parents beacuse of the political and social reasons, the cramschools defraud the revenue, unions and politics have negative thougts toward the cramschools are not regarded as the reason forthe negative views toward the cramschools by the teachers. It is also observed that the teachers are not sure about the thoughts that new enterpeneurs should open new cramschools, the cramschools must be turned into schools, exams like YGS, SBS should be abolishedand the cramschools must be abandoned one day, and these views are not counted as the recommendations for the future. Key words: Cram Schools, Private Education Istitutons, Education and Teaching