Opinions of school administrators, primary teachers and guidance teachers on education support program i̇n primary schools (IYEP)

The purpose of this research is to examine the opinions of classroom teachers, managers, guidance teachers who take part in the Training Program in Primary Schools (IYEP). The study group of the research consists of 55 school employees, including administrators, classroom teachers, guidance teachers, who work within the scope of IYEP in the official public schools of the Central district of Muş province in the 2018- 2019 and 2019-2020. The Case Study method, one of the Qualitative Research Methods, was used in the study. In order to collect data, semi-structured interview forms developed by experts, created by the researcher, were used and the interviews were recorded with a voice recorder. The data obtained were analyzed by content analysis method and divided into themes and codes. Findings and results were obtained from themes and codes. As a result of the research, classroom teachers; The program is useful and necessary, the time is insufficient, the course is given by the class teacher, additional resources are needed, the program should go down to the lower levels, the differentiation increases with participation, the environment (parents, students, teachers, administrators, etc.) approaches the program positively, peer pressure and labeling, insufficient guidance services, and inadequate assessment tools. They stated that the strengths of the program are academic success and the opportunity for one-to-one study, while the weak point is labeling and duration, and as a suggestion, improving course personnel rights, increasing resources, and taking the program to early stages. Most of the managers find the program useful and supportive, it is literate, teachers are reluctant due to the course fee problem, peer labeling, parents are unwilling, the student who takes the course is positive, there is a positive effect in the school order, academic success is achieved, the program is negative. They expressed the opinion that it does not bring any benefits, extra workload, academic success, personal development, and compensation are the weak points, negative perception and personal rights. The most common suggestions given by the managers are personal rights, weekend, resources and transportation. Most of the guidance teachers believe that the program is beneficial, process-oriented, provides academic success, development and self-confidence, increases teacher motivation, the role of the guidance teacher in the program is guidance, the program affects the psychological counseling and guidance services as self-confidence, positive behavior and academic success. academic success and compensation weakness are 3rd grade and content. The most common suggestion given by psychological counselors and guidance teachers is in the direction of enrichment. Based on the findings, the duration of the IYEP can be extended and the IYEP course can be withdrawn to the early stages and included in several stages. It can only be applied at the weekend to eliminate the negative effects of being on a weekday. Shuttle arrangements can be made for teachers and students who have transportation difficulties. Similar suggestions have been made.