A research towards the self-perception levels of teachers in charge in supportive and educative courses (Sample of Ordu province)

In this study, self-perceptions of teachers who take part in supportive and educative courses and who work at schools of Ministry of National Education in 2016-2017 Educational Year in Ordu and its districts have been examined whether it differs or not according to the scale's sub-dimensions (social negativity, academic contribution, unfavorable student perception, personal contribution) and to the variables of gender, age, personal experiences, school type and school's place. In this study, descriptive survey model is used of all quantitative research approaches. Data has been gained to by implementing "Supportive and Educative Courses Teacher Self-perception Scale" developed by Uğurlu and Aylar (2017) to 416 teachers with the method of cluster sampling. Mentioned scale consists of 36 items and 4 sub-dimensions. Whether there is a meaningful difference or not in the self-perceptions of teachers who take part in Supportive and Educative Courses according to teachers' ages, genders, personal experiences, school types that they serve, school's place and sub-dimensions of the scale constitutes the sub-problems of the research. Data is analyzed by using SPSS computer packet program. In the research, it has been defined that teachers have "I agree" level of self-perceptions to the Supportive and Educative Courses. The highest level of teachers' self-perceptions is academic contribution while the lowest level is social negativity. According to gender variable, it has been diagnosed that women teachers have higher self-perception levels than men teachers. Generally there is no meaningful difference diagnosed according to gender variable regarding the self-perception levels of teachers to Supportive and Educative Courses. According to the teachers' personal experiences variable, it has been identified that group of teachers of 1-5 years personal experiences have the highest level of self-perceptions while the group of teachers of 21 years and above personal experiences have the lowest level of self-perceptions. In addition to this, it has been determined that self-perception levels of the participant teachers to the supportive and educative courses show no meaningful difference. Likewise, it has been identified that there is no meaningful difference either according to the age variable. No meaningful difference has been diagnosed between the participant teachers' school types variable and their self-perception levels to the supportive and educative courses in the dimensions of academic contribution and personal contribution. However, in social negativity dimension, there is a meaningful difference in favor of Middle School and in unfavorable student perception there is a meaningful difference in favor of High School. According to the teachers' school places of serving, there is no meaningful difference diagnosed statistically in the dimensions of academic contribution, unfavorable student perception and personal contribution. But in social negativity dimension, it has been seen that there is a meaningful difference in districts' favor. According to the results obtained from the research, some suggestions have been made.