Perceptions of elementary school teachers in connection with elementary school director who uses time effectively: Example of Sarıyer county

Effective use of time by directors, who serves in the formal elementary schools subject to Ministry of National Education, has been investigated in terms of the managerial affairs in this research and it has been tried to determine the use of time by directors in the managerial affairs according to perceptions of our teachers who are essential elements of our education system. It has been tried to determine the time allocated for the managerial affairs by setting forth the hypothesis of ?Use of time by directors in the managerial affairs has an effect on the success and efficiency? and it has been aimed at developing suggestions related to use of time by directors in the managerial affairs in order to increase success and efficiency.This study is based on the opinions of total 393 teachers composed of 211 class teachers and 182 branch teachers who constitute the research population and who serve in the formal elementary schools in Sarıyer County, Istanbul, in 2009-2010 academic year. It has been tried to set forth whether there is a relation between the time, allocated for the managerial affairs by elementary school directors and duty, gender, service period, educational level, in-service course and seminar number and demographical variants of the school in the teacher opinions or not. Sample has been constituted related to the questionnaire developed by researcher. Questionnaire is composed of two sections and first section is personal information form which is composed of 11 articles and second section is ?Effective Use of Time Scale in the Managerial Affairs by Directors? which is composed of 25 articles. Whole data, which is obtained as a result of questionnaire study by using Likert type questions, has been analyzed by entering them into SPSS program. Frequency and percentage values, arithmetic average, standard deviations of collected data have been determined and t test has been made for independent groups in order to measure whether average values differ or not, variant analysis (ANOVA) has been applied and significance level has been adopted in the level of .05.It has been determined as a result of the findings obtained according to teacher opinions that school masters allocate time firstly for official affairs, secondly for education and training affairs, thirdly for personnel affairs and fourthly for student affairs and fifthly for school-environmental cooperation affairs, pursuant to the time which they allocate for the managerial affairs. When arithmetic averages are investigated, teachers have stated that directors allocate time for official affairs in the ?full? level; and for education and training, student, personnel and school-environmental cooperation affairs in the ?substantial? level. The time allocated for managerial affairs by the school masters do not differ meaningfully according to duty, gender, participated in-service course and seminar number variant of the teachers and variant of teacher number and auxiliary staff number of the school where they perform duty. It has been seen that the time allocated for managerial affairs by school masters constitute a meaningful difference according to teacher perceptions of educational level of teachers, service period, director?s head assistant of the school, officer number, student number, vice-director variant.Keywords: Elementary School, Elementary School Director, Teacher, Managerial Affairs, Time Management