Author(s): Hatice VATANSEVER BAYRAKTAR Ahmet KARABULUT
The aim of this study is to examine the level of innovation level of primary school teachers and whether they differ according to various variables. Descriptive survey model was used in the study. The universe of the research consists of primary school teachers working in Beylikdüzü, Avc?lar and Esenyurt districts of Istanbul. The sample of the study consists of 250 primary school teachers working in official primary schools in Beylikdüzü, Avc?lar and Esenyurt districts of Istanbul. The questionnaires were applied to the primary school teachers working in official schools in the first half of 2018-2019 academic year. In the research, "Personal Information Form" and "Innovative Teacher Characteristics" scale were used as data collection tools. There are four sub-dimensions in the "Innovative Teacher Characteristics" scale. This sub-dimensions are: "Teacher Open to Innovation", "Teacher Open to Information Technologies", "Teacher Open to Learning", "Teacher Open to Development and Cooperation". For analysis of data, it was analyzed in SPSS 24 package program. For demographic data, percentage and frequency, which are descriptive statistics methods, were used. ANOVA, T test, one way variance analysis and Tukey analysis were done. As a result of the data analysis, it was observed that the primary school teachers who have just started working and the primary school teachers who have worked for more than 21 years have a high level of perspective on innovation. The innovativeness levels of primary school teachers do not differ significantly according to gender, age, marital status, education level, duration of school in which they are located, foreign language, foreign language level and the seminar variable. The innovation characteristics of primary school teachers differ significantly according to the professional seniority year and reading book status variable. According to the professional seniority year variable, it can be said that innovation features of the primary school teachers who have just started their duties and who have been working for more than 21 years are more open to innovations than other teachers. 1According to the status of reading books variable, it can be said that innovative features of the primary school teachers are more open to innovations in the subdimensions of “innovative teacher characteristics”, “teachers open to learning”, “teachers open to development and cooperation” of "Innovative Teacher Characteristics" scale
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