The evaluation of the factors affecting the efficiency of the teachers in the primary schools based on teacher views

In this study it is aimed to specify the factors that affect the efficiencyof the primary education instructors in the scope of instructors? vision.Survey model is used in this study. 3981 instructors who work inOrdu?s and other boroughs? primary education schools in 2005-2006 (YİBO,PİO, united primary education classes and primary education school)constitute the globe of the study. Proportional sampling is used for the study.Data collection tool that is used ıin the study consists of two main parts.In the first part, there are questions which helps to specify the demographicfeatures of the instructors who constitutes the sampling. In the secon part,there are 40 question about which helps to specify the effects of the studentson their instructors? efficiency.The instructors who attended the survey are asked to mark for thequestion in the first part and to specify their expertise and to mark thequestions in the second part as `?none, few, medium, much, excellent?? .SPSS 13,0 (Statistical Package for The Social Sciences) is used foranalyzing the data avaliable. In the process the confidence level is 0,05 .In the end the results below is attained;Instructors of the united primary education class are affected by socialfactors, which affect the efficiency of the instructors, lease than the instructorsof PIO, YIBO and primary education.The instructors of PİO ve YİBO and primary education areaffected by social factors, which affect the efficiency of the instructors indifferent level.Female instructors are affected more by social factors, which affect theefficiency of the instructors than male instructors.The vision of the instructors corresponding the factors that affect theirefficiecy shows meaningful difference according to age, occupationalseniority, the location of the school where they work, the graduated universitybefore starting the job and changing expertise.The instructors who work at YİBO are affected by the psyhologicalfactors which affect the efficiency more than the the instructors of PİO,primary education and BİO.The instructors who work at BİO are affected by the psyhologicalfactors which affect the efficiency less than the the instructors of YİBO, PİO,and primary education .The instructors who work at PİO are affected by the psyhologicalfactors which affect the efficiency more than the the instructors primaryeducation.Male and female instructors are affected by the psyhological factorswhich affect the efficiency in different level.Age, occupational seniority, the location of the school where they work,the graduated university before starting the job and expertise change the levelof to be affected by psychological factors that affect their efficiency .The instructors who work at İBO are affected by the educational factorswhich affect the efficiency more than the the instructors of BİO, PİO, andprimary education. etkilenmektedirler.The instructors who work at BİO are affected by the educational factorswhich affect the efficiency less than the the instructors of YİBO, PİO, andprimary education.The instructors who work at Primary education are affected by theeducational factors which affect the efficiency more than the the instructors ofPİO.Male and female instructors are affected by the educational factorswhich affect the efficiency in different level.Age, occupational seniority, the location of the school where they work,the graduated university before starting the job and expertise change the levelof to be affected by educational factors that affect their efficiency .It is seen that the instructors have the perception that the level of theinstructors? for to be influenced by social, psyhological and educationalfactors are middle and much.It is seen that the education media that families create is factor thataffect the effectiveness of the instructors mostly.The information-technology facility of the school, the expectation ofthe students from instructors and the mass media tools (television, newspaper,radio, internet and etc.) are appeared to be the social factors that affect theeffeciency of instructors much.The outside appearance, physical structure and the areas of free time ofthe school constitute the social factor that affects the efficiency of theinstructors less.The request of the students for learning and the students? preparationfor the classes are seen the psychological factor that affects the efficiency ofthe instructors mostly.The personal features of the students ( sex, speaking pattern, psyhicaland mental features) ,canteen, food and shuttle bus opportunities constitıt thatthe school provides constitute the psychological factor that affect theefficiency of instructors less.Economical needs ( salary, additional fee, family help, children helpand etc.) costitute the psychological factor affect the efficiency of instructorsin intermediate way.Communication and cooperation with administrators, the administrativeatmosphere that administrators create, democratic attitudes, tolerance,cooperationi disclosure comprenhision of participation providing, to beprepared for daily activities the level of being informed of the aim of theschool, method and technics in the process of the class, the level of knowingand applying methods and technics, for necessary conditions; the level ofapplying methods in the lesson, the level voice, light, warming and ventilation,the population and the cleannes level of the class, being known of the rules ofthe class and the structure of the rules are seen as the educational factors thataffect the efficiecy of the instructors mostly.The favourness disclosure of the administrators, fear of loosing controland the paint of the class are the educational factors that affect the efficiencyof instructors more than other factors.