The relationship between elementary teachers' writing success and their use of writing as a learning tool

The aim of this research was to investigate the relationship between elementary teachers' writing success and their use of writing as a learning tool. In addition to the primary aim, findings related to elementary teachers' writing success and their levels of using writing as a learning tool were examined based on gender, educational level, years ofprofessional experince, weekly hours spent on writing activities in classrooms, and whether they have published any work. This quantitative study employed a descriptive survey design. Two different instrument were used to evaluate the data of this study. The first one is the scale for the use of writing for learning purposes, developed by previous researchers. The second tool, developed by the researcher, is the writing achievement assessment tool used to examine the writing achievements of elementary teachers. The study sample consisted of 225 elementary teachers working in public schools in Antalya, Turkiye. Outliers were removed based on survey responses, and the remaining data were analyzed. The Pearson correlation coefficient was used to determine the relationship between writing success and use of writing as a learning tool. Descriptive statistics (frequency, percentage, mean, and standard deviation) were calculated for scores on the Writing for Learning Inventory and Writing Success Assessment Tool. The study examined responses related to the use of writing as a learning tool and writing success based on gender, years of experience, hours spent on writing activities, publication status, and educational level. Independent sample t-tests were used to analyze gender and publication status, while one-way ANOVAs were employed for years of experience, hours spent on writing activities, and educational level. The key findings were as follows: No significant relationship was found between elementary teachers' writing success and their use of writing as a learning tool. The level of using writing as a learning tool among elementary teachers was high (M = 3.74). The general scores of writing success were adequate (M = 3.44). Female teachers had higher levels of using writing as a learning tool and writing success compared to male teachers. Although years of experience and educational status positively impacted writing success, no relationship was found with the use of writing as a learning tool. Elementary teachers who allocated 3 hours or more per week to writing activities had high levels of using writing as a learning tool, but this did not affect their overall writing success. Elementary teachers who had published in the past demonstrated high levels of writing success and use of writing as a learning tool.