Bu araştırma ile ilköğretim okulu öğretmenlerinin etkililiklerini etkileyen etkenlerin öğretmen görüşleri doğrultusunda belirlenmesi amaçlanmıştır. Araştırmada tarama (survey) modeli kullanılmıştır. Araştırmanın evrenini 2005-2006 öğretim yılında, Ordu ili Merkez İlçe ve diğer 18 ilçedeki ilköğretim okullarında (YİBO, PİO, Birleştirilmiş Sınıflı İlköğretim Okulu ve İlköğretim Okulu) çalışan toplam 3981 öğretmen oluşturmaktadır. Araştırmada örneklem seçiminde oranlı küme örnekleme tekniğinden yararlanılmıştır. Araştırmada kullanılan veri toplama aracı iki ana bölümden oluşmaktadır. Birinci bölümde örneklemi oluşturan ilköğretim okulu öğretmenlerinin bazı demografik özelliklerinin belirlenmesine yönelik sorular yer almaktadır. İkinci bölümde öğrencilerin ilköğretim okullarında çalışan öğretmenlerin etkililiğini etkileyen etkenlere ilişkin öğretmen görüşlerini belirlemeye yönelik 40 soru bulunmaktadır. Araştırmaya katılan öğretmenlerden, veri toplama aracının birinci bölümünde yer alan demografik bilgilere ilişkin soru maddeleri için işaret koymaları ve branşlarını yazmaları, ikinci bölümde bulunan soru maddelerinin her birini Hiç-Az-Orta-Çok-Tam olmak üzere beşli derecelendirme ölçeği üzerinde kendilerine uygun seçeneği işaretlemeleri istenilmiştir. Veri toplama aracı ile elde edilen verilerin istatistiksel çözümlemesinde SPSS 13,0 (Statistical Package for The Social Sciences) paket programından yararlanılmıştır. Değerlendirmelerde anlamlılık düzeyi 0,05 olarak benimsenmiştir.
In this study it is aimed to specify the factors that affect the efficiency of the primary education instructors in the scope of instructors? vision. Survey model is used in this study. 3981 instructors who work in Ordu?s and other boroughs? primary education schools in 2005-2006 (YİBO, PİO, united primary education classes and primary education school) constitute the globe of the study. Proportional sampling is used for the study. Data collection tool that is used ıin the study consists of two main parts. In the first part, there are questions which helps to specify the demographic features of the instructors who constitutes the sampling. In the secon part, there are 40 question about which helps to specify the effects of the students on their instructors? efficiency. The instructors who attended the survey are asked to mark for the question in the first part and to specify their expertise and to mark the questions in the second part as `?none, few, medium, much, excellent?? . SPSS 13,0 (Statistical Package for The Social Sciences) is used for analyzing the data avaliable. In the process the confidence level is 0,05 . In the end the results below is attained; Instructors of the united primary education class are affected by social factors, which affect the efficiency of the instructors, lease than the instructors of PIO, YIBO and primary education. The instructors of PİO ve YİBO and primary education are affected by social factors, which affect the efficiency of the instructors in different level. Female instructors are affected more by social factors, which affect the efficiency of the instructors than male instructors. The vision of the instructors corresponding the factors that affect their efficiecy shows meaningful difference according to age, occupational seniority, the location of the school where they work, the graduated university before starting the job and changing expertise. The instructors who work at YİBO are affected by the psyhological factors which affect the efficiency more than the the instructors of PİO, primary education and BİO. The instructors who work at BİO are affected by the psyhological factors which affect the efficiency less than the the instructors of YİBO, PİO, and primary education . The instructors who work at PİO are affected by the psyhological factors which affect the efficiency more than the the instructors primary education. Male and female instructors are affected by the psyhological factors which affect the efficiency in different level. Age, occupational seniority, the location of the school where they work, the graduated university before starting the job and expertise change the level of to be affected by psychological factors that affect their efficiency . The instructors who work at İBO are affected by the educational factors which affect the efficiency more than the the instructors of BİO, PİO, and primary education. etkilenmektedirler. The instructors who work at BİO are affected by the educational factors which affect the efficiency less than the the instructors of YİBO, PİO, and primary education. The instructors who work at Primary education are affected by the educational factors which affect the efficiency more than the the instructors of PİO. Male and female instructors are affected by the educational factors which affect the efficiency in different level. Age, occupational seniority, the location of the school where they work, the graduated university before starting the job and expertise change the level of to be affected by educational factors that affect their efficiency . It is seen that the instructors have the perception that the level of the instructors? for to be influenced by social, psyhological and educational factors are middle and much. It is seen that the education media that families create is factor that affect the effectiveness of the instructors mostly. The information-technology facility of the school, the expectation of the students from instructors and the mass media tools (television, newspaper, radio, internet and etc.) are appeared to be the social factors that affect the effeciency of instructors much. The outside appearance, physical structure and the areas of free time of the school constitute the social factor that affects the efficiency of the instructors less. The request of the students for learning and the students? preparation for the classes are seen the psychological factor that affects the efficiency of the instructors mostly. The personal features of the students ( sex, speaking pattern, psyhical and mental features) ,canteen, food and shuttle bus opportunities constitıt that the school provides constitute the psychological factor that affect the efficiency of instructors less. Economical needs ( salary, additional fee, family help, children help and etc.) costitute the psychological factor affect the efficiency of instructors in intermediate way. Communication and cooperation with administrators, the administrative atmosphere that administrators create, democratic attitudes, tolerance, cooperationi disclosure comprenhision of participation providing, to be prepared for daily activities the level of being informed of the aim of the school, method and technics in the process of the class, the level of knowing and applying methods and technics, for necessary conditions; the level of applying methods in the lesson, the level voice, light, warming and ventilation, the population and the cleannes level of the class, being known of the rules of the class and the structure of the rules are seen as the educational factors that affect the efficiecy of the instructors mostly. The favourness disclosure of the administrators, fear of loosing control and the paint of the class are the educational factors that affect the efficiency of instructors more than other factors.
