Assessment of supporting and training courses according to the opinions of administrators, teachers and students

This research examines support and training courses in public schools at secondary and high school levels; (manager, assistant principal, assistant principal), course teachers, and students participating in the course. The research's universe consists of 471 administrators, 4648 teachers and 78829 students working in support and training courses in the secondary and high schools in the districts and districts of Diyarbakır province during 2016-2017 academic year. The data obtained from 50 managers, 351 teachers and 1339 students working in 42 public schools, 27 state secondary schools and 15 high schools within the province of Diyarbakır were subjected to statistical analysis in the light of the research problem. Relational screening method was used in the study. Kruskal Wallis-H Test, Mann Whitney U Test and Spearman Rank Difference Correlation Analysis were used in the data analysis. As a means of data collection in research; scales developed by the researcher were used in order to take the opinions of the administrators, teachers and students participating in the support and training courses on the support and training courses. According to the results of the research, it was found that there is a positive relationship between the purpose dimension of the manager and teacher opinions on the support and training courses and the other dimensions. There was a positive positive relationship between the size of the building and the dimensions of the process, climate and economy. There was a positive positive correlation between process dimension and climate dimension. However, it has been determined that there is an inverse relation between the process dimension and the economic dimension and between the climate dimension and the economy. While there was no statistically significant difference between the opinions of the managers and the teachers about the support and training courses, and the average of the order of age group, education status, professional experience and school type variables; the difference between the gender factor and the rank order of participant tasks was statistically significant. While there is no statistically significant difference between opinions on the structure and climate sub-dimensions of the support and training courses of the gender factor; statistically significant differences were found in the views on purpose, process and economic sub-dimensions. Again, the difference between the rank order of the duties of the participants and the purpose and climate sub-dimensions was statistically significant; structure, process, economic dimensions of the economy are not statistically significant. According to student opinions on support and training courses; there was a positive relationship between goal dimension and other dimensions. There was a positive positive correlation between building size and process and climate dimensions. There was a positive positive correlation between process dimension and climate dimension. While there was no statistically significant difference between students 'views on support and training courses about purpose, structure and process dimensions and the scale of Supporting and Training Courses Assessment and the rank order of students' genders; the difference between the climatic dimension and the rank order of the sexes of the students was statistically significant. While there was no statistically significant difference between the student views on the structure and process dimensions of the support and training courses scale and the average of the age groups of the students, the difference between the climatic dimension and the average of the age groups of the students was statistically significant. There were statistically significant differences between the average scores of the students and the average score of the school they attended and the Scale of Supporting and Raising Courses Assessment Scale.