Views of the classroom teachers on the inservice training programs (Sample of Mardin, Midyat)

This research was conducted in order to determine the opinions of classroom teachers who are in primary schools affiliated to the Ministry of National Education on inservice training programs. The research involves the teachers of the class who are in duty in Midyat, Mardin in the academic year of 2017-2018. The sample of the study consists of 270 classroom teachers selected randomly. The questionnaire titled "Opinions on Social Studies Teachers' Inservice Training Programs" used in the master thesis study prepared by Eyecisoy (2014) as a data collection tool in the research was applied with necessary permissions. The questionnaire consists of inservice training programs; efficiency, willingness, sufficiency, expectation and problem dimensions with 36 questions in total.The obtained data were analyzed by SPSS 16.0 statistical program. Mann Whitney-U, Kruskal Wallis H and Kolmogorov-Smirnov tests were applied in the analysis of the research using quantitative methods with the screening model. When a statistically significant difference was detected in the multiple groupings in the sub-dimensions, the Mann Whitney-U test was performed in duplicate. According to the results obtained from the research, the point averages of classroom teachers regarding the inservice training programs did not differ according to the variables of gender, education level, duration of service and staff status. According to the marital status variable, married teachers have the expectation sub dimension; while single teachers differentiated the proficiency and problem sub-dimension in their favor. According to the age variable, the average scores of the teachers age 31 and older differed from the expectation subscale according to the teachers age 30 and below. According to the variable number of participation in inservice training programs, there is a variation in favor of teachers who have participated 0-4 times in efficiency, willingness and competence sub-dimensions. According to the variable of the place where the school is located, a differentiation was found in favor of the teachers working in the village school in the problem sub-dimension. Classroom teachers indicated that in-service training programs are necessary but not effective enough and that they are indecisive in the problem sub-dimension. It can be said that expectation from classroom teachers' in-service training programs is high because the highest score average is obtained in expectation sub-dimension. Key words: In-service training, classroom teacher, class education, education, lifelong learning