Identifying the self-regulatory competence of teachers in vocational courses in KTML by students

Self-regulatory is a completion of shortcomings and correcting mistakes by self-controlling himself. This concept has an important place in terms of the adequacy of teacher.This study is based on identifying the differentiation of the self-regulatory competence of teachers in vocational courses according to variables as the student gender, class, domain satisfaction, school satisfaction, professional grade and family income level. The scanning model was used in this study. The study space is created with the 10th, 11th and 12th class students in KTML schools at Beyoğlu and Fatih districts which are providing the training for five specified courses. A 41-item questionnaire administered to 710 students to measure the self-regulatory competence of teachers in vocational courses.In the study, the feature of distributions were checked if they are parametric or non-parametric, and the t- test, the nonparametric Mann-Whitney-U test, ANOVA (Analysis of one way variance), nonparametric Kruskal Wallis-H test, Pearson's product moment correlation analysis are used. Statistical significance level has been determined as 0.05 and statistical analysis programme of SPSS 15.0 is used in analyzing of the gathered data from the research.As a result of the study; the most positive view of students is The teacher always gives greetings when he/she enters the classroom/workshop and the view which has the least participation is ?The teacher doesn't want us to ask the question.Evaluation of the self-regulatory competence of teachers in vocational courses varies according to the class variable. The most positive evaluations belong to 10th classes. There are also significant differences according to grade of vocational courses. Students who have a very good grade in vocational courses have more positive evaluations. As compared with other student groups, the students with low-income family and who have Ç.G.E courses, do negative evaluations.