Opinions of teachers, on vocational guidance and on-the-job training roles of education inspectors who inspects special education schools

The purpose of this study is to gather information about teacher opinions on vocational guidance roles and on-the-job training roles of education inspectors, who inspect special education schools and primary and junior high schools which has a special education class.Samples of the study are 121 special education teachers and 233 subject teachers of special education schools and primary and junior high schools which has a special education class in Istanbul Anatolian Side, who have been selected through cluster sampling method in a random manner.OZDiGO scale, which is developed by Karan, was used to collect data and consists of two parts. In the first part of OZDiGO scale used personal information of the teachers participating in the study, from a variety of variables are included. In the second part of scale, questions to determine perception of the teachers on vocational guidance roles and on-the-job training roles of education inspectors are included.The data obtained was analyzed for the purposes of study. Level of significance was accepted as .05 in statistical analysis used in this study. "17:00 SPSS for Windows" software was used for statistical analysis of research data. The results of these statistical procedures, has been given in the tables in findings and comments section of the study.The findings of the study are as follows.1.There was no significant difference between, vocational guidance roles and on-the-job training roles of education inspectors and genders, ages, the most recent completed training program, professional experience, stages of classes they are responsible with, branches of graduation, disease types of students in special education classes of school type of teachers2.There was a significant difference between, on vocational guidance roles and on-the- job training roles of education inspectors, who has education for students with special needs and who hasn't. It has been seen that, participants who had taken no education in the field of special education, need more professional help and guidance.3.Methods of training for students with special needs which these groups got, were to be significant differences. Accordingly, the field of special education graduates completed the course need more vocational guidance and on-the-job training than the ones who get a special education class on graduated school or in-service training or get self paced training in the other ways. This is because, the person is familiar with the area may better analyze the ability of the adequacy of their teaching by the missing aspects are more clearly aware of the need to know and what aspects can be connected to support. Similarly, more professional help and guidance need of the group who have in-service training for special education, than the group who have a class on special education on faculty or who have knowledge with various ways, can be explained with the reason mentioned before.4.In the 43. sub-paragraph A clause of the duties and powers of inspectors part of 6. Section of primary education inspectors presidencies of regulation of The Ministry of National Education, in the first item of guidance and on-the-job training title, it is written that, "The beginning and end of each school year, as well as necessary during the academic year, teachers organize professional meetings, education and training, and management guidance to determine and solve problems" and "inspectors have to make guidance for teachers when needed, at least twice a school year" in terms of directive before. 21 teachers have chosen as is it is written in regulation, but 333 teachers haven't. It is engrossing that, 111 of these 333 teachers didn't get any guidance. These statistics shows us exiguity of guidance activity of the education inspectors who inspect special education schools.5.Concluded that from the sum of the scores in ÓZDÍGO scale. While lowest point is 40 and highest point is 200 in scale, the average point is 120. But the average point gathered in the scale is 102.8588, showed us opinions of teachers who are attendants of our study is below mid-level, in terms of roles about vocational guidance andtraining on the job of inspectors of special education schools on inspection of special education applications .