Teachers 'views on the relationship between collective teacher competence and teachers' structuralstrengthening

The aim of this study is to determine the opinions of teachers working in central district primary and secondary schools of Düzce province regarding collective competence and structural strengthening and determine whether there is a significant relationship between their views. The research also reveals whether the teachers' personal variables make a significant difference on their views. Relational screening model was used in the research. The study population consists of 776 teachers working in primary and secondary schools in the central district of Düzce province in the 2018-2019 academic year. All of the teachers were reached and 399 of them voluntarily participated in the research. Personal information form, Collective Teacher Competence Scale and Structural Strengthening of Teachers Scale were used as data collection tools of the research. Research data was analyzed with SPSS program, frequency, percentage, average, standard deviation, Man Whitney U, Kruskal Wallis and Spearman Rho Correlation analysis were used in the analysis of the data. According to the results of the research, the opinions of teachers about collective competence are at the "multi" level of the collective competence for the teaching strategies, which are sub-dimensions, and student discipline. While the opinions of teachers about structural strengthening are at the level of "I agree" in the environment that supports the participation in the overall and sub-dimensions of the scale, the facilitating school environment and the autonomy, in the environment that supports the participation, the accountable environment, it is at the level of "I slightly agree" in the environment that supports the professional development. The variables of gender, age and marital status, which are among the personal variables of the teachers, did not reveal a significant difference in the opinions of the teachers about their collective competence across the scale and sub-dimensions. The seniority variable showed a significant difference in favor of teachers with seniority between 11-15 years. A moderate positive relationship was found between collective teacher competence and teachers' opinions on the structural strengthening of teachers. Similar relationships emerged between the sub-dimensions of the scales. In line with the results of the research, it has been suggested that the structural reinforcement of teachers is at the level of "I slightly agree" in the sub-dimension of professional development, and that the administrators support their teachers to develop themselves, offer their teachers an intellectual school environment and motivate the successful teachers. Keywords: Collective teacher competence, structural strengthening of teachers, primary school and secondary school.