The Investigation of Primary School Teacher’s Teaching Styles in Terms of Various Variables

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This research study aims to examine the relationship between 4th grade primary school teachers’ teaching styles and various variables. The research, which is in descriptive survey model, was conducted with 4th grade elementary school teachers employed on the European side of İstanbul during the academic year 2012-2013. The research data were obtained using the “Teaching Style Scale” developed by Grasha (1996) and adapted into Turkish by Üredi (2006) and a personal information form prepared by the researchers. The statistical analyses of the research data were performed with SPSS16.0. Independent group t test, Kruskal Wallis and Mann Whitney-U test were used to analyse the data depending on the variables. As a result of the research findings, it was observed that there was no statistically significant difference between the sub-dimensions of teaching styles (Expert, Authority, Personal Model, Facilitator, Delegate) and the variables of teachers’ gender, age, marital status, major of graduation, major in high school, professional experience, time spent in institution/workplace, and classroom population. On the other hand, the difference between the variable of major in high school and the sub-dimension of expert was to the disadvantage of the graduates of education faculty.

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teaching style , teaching , primary education , classroom teacher

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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Dicle University Journal Of Ziya Gökalp Faculty Of Education