The obstacles experienced in administrator-teacher relations in primary schools (Example of Sultanbeyli district)

In this study, the obstacles experienced in administrator-teacher relations in primary schools were examined. In this context, the differences in the obstacles experienced in administrator-teacher relations according to the variables of the teachers' gender, age,seniority, branch and educational status were investigated. The universe of the research consists of primary schools within the borders of Sultanbeyli district of Istanbul province. The reason why Sultanbeyli was chosen in the research universe is that Sultanbeyli is a developing region in terms of socio-economic, cultural and educational aspects. At the same time, this region is a region where teacher circulation and diversity are intense in terms of teacher assignment-relocation conditions. The universe of the research consists of the administrator, class and branch teachers working in the official primary school in this region. It was planned to apply a questionnaire to all primary schools in this universe, but the sample was chosen due to the high cost and time constraint. The sample, on the other hand, consists of 500 teachers working in official primary schools in the Sultanbeyli district of Istanbul, which constitutes the research universe. In the study, 420 questionnaires were evaluated. A questionnaire consisting of two parts was used as a data collection tool in the study. The first part is a questionnaire containing questions to collect the personal information of the participants. In the second part, " The scale of barriers in school principal-teacher communication" developed by Erhan Ziya SANCAR (2010) was used. In the study, first of all, the frequency and percentage values of the variables, the arithmetic mean and standard deviation values of the sub-dimensions of the scales were found, t- test, variance analysis, Kolmogorov-Smirnov analysis were performed. Regarding the administrator-teacher communication barriers, it was determined that the gender variable of the teacher creates a significant difference. Male teachers and administrators think that problems are more common than female teachers and administrators. A significant difference was determined in the analysis made according to the education level of the administrators, and it is seen that the administrators at the undergraduate level think that there are more problems than the administrators who have graduate education. A significant difference was found in the opinions of teachers and administrators about the effect of the course variable they took on communication skills on communication. When the difference was examined, it was seen that the teachers who received training thought there were more problems than those who did not receive training. In the administrator group, the administrators who receive training think that there are fewer problems. It has been observed that administrators It has been observed that administrators who are trained in administration and are equipped with communication have fewer problems. Keywords: Teacher, Administrator, Communication, Barrier.