The Effectivity of rewarding application to the primary school teachers and principals and a proposal of rewarding approach related to teaching performance (Izmir example)

The aim of this study is to reveal the application of the rewarding system of the primary school teachers and principals; and to put forth the perceptions of teachers, principals and supervisors concerning "The Application Levels of the Effective Teacher Rewarding Criteria in the Turkish Educational System" and'The Application Levels of the Effective Teacher Rewarding Criteria in the Turkish Educational System"; and submit "A Proposal of a Rewarding Approach Related to Teaching Performance" to the opinions of teachers, principals and supervisors. 11621 primary school teachers, 399 principals, 1026 assistant principals and 130 I are working in the Ministary of Education in Izmir supervisors Out of this population 528 teachers 71 principals, 128 assistant principals, and 52 supervisors constituted the sample.population. The data has been collected by "The Application Levels of the Effective Teacher Rewarding Criteria at the Turkish Educational System" and "A Proposal of a Rewarding Approach Related to Teaching Performance" scales developed by the researcher and a questionnaire for demografic variables.. In data analysis chi-square (x" ), t-test, F test (one way Anova), multiple comparision test and Scheffee significant test are used. The results are as follows: 1- The principals and assistant principals are found to be rewarded frequently and with higher level of reward types than the teachers. 2- The percentage of teachers who gave "the classroom teaching performance" as reason for taking a reward is lower than the percentage of teachers who wrote "the school activities" as reason for rewarding. 3- The teachers, principals and assistant principals are hihgry (80.1) satisfied by the internal rewards. 4- The difference between being rewarded or not rewarded, has found to be significant, regarding sex, graduate school and the branch, but not significant regarding seniority of teachers, principals and assistant principals.vn 5- There is significant difference between being rewarded or not rewarded regarding the teachers' years of experience working in the same school but no difference for principals and assistant principals. 6- Regarding the perception of the socio-econmic level of the school district, there is found to be a significant difference between being rewarded or not rewarded.in teachers' perception but not in principals' and assistant principal's perceptions. 7- Regarding the fact that taking part in inservice training shows significant difference between.being rewarded or not rewarded, for assistant principals but not for teachers and principals. 8- The results show that there is a significant difference in the perceptions of level of teachers' as low, whereas the principals', assistant principals' and supervisors' as moderate. 9- The teachers have evaluated the level of the dimensions of "The Application Levels Of The Effective Teacher Rewarding Criteria At The Turkish Educational System" scale lower than the principals, assistant principals and supervisors. The lowest evaluation of the teachers are at the " clearness and the equity criteria by rewarding" dimension. 10- There is a significant difference between being rewarded or not rewarded regarding the perception of techers' and principals' about 'The Application Levels Of The Effective Teacher Rewarding Criteria At The Turkish Educational System." 11- There is not a significant difference between the perceptions of teachers', principals', assistant principals' and supervisors' concerning to the "A Proposal of a Rewarding Approach Related to Teaching Performance" 12- The teacher's and principals' perception from the "A Proposal of a Rewarding Approach Related to Teaching Performance" scale shows significant differencies between the supervisors' perception of the dimensions. The teachers' and principals' recommendation level to use the "sensivity to student needs" and "showing a degree of developing and improving" criteria by rewarding teachers found to be higher than the supervisors'.