Education Supervisors’ Views on the New Curriculum and Its Implementation in Primary Schools

Semiha ŞAHİN
Assoc. Prof.Dr. Dokuz Eylül University, Buca Education Faculty, İzmir-Turkey.


Problem Statement: The literature has analyzed the new curriculum from different perspectives, and both the positive and negative sides have been taken into account. In this context, education supervisors’ views of the curriculum have been a topic of curiosity. It is expected that the analysis on of the primary schools curriculum from the angle of this research will make a great contribution.

Purpose of Study: The purpose of this research is to examine the curriculum in primary schools, instructional methods and techniques, instructional evaluation, extracurricular activities and the education of first literacy according to the views of the education supervisors.

Methods: Research data was obtained using a qualitative research method. Open-ended questions were answered by education supervisors. The study’s population was composed of education supervisors and the sample was composed of 50 supervisors. The research participants were chosen via purposive sampling and taken from different religions and cities to strengthen the representativeness of the sample. In addition, maximum variety sampling was used to ease the research. Data were interpreted and evaluated with content analysis. The item agreement percentage of the scale was 0.88.

Findings and Results: According to the research results, the majority of supervisors said teachers are deficient in applying the curriculum. The teachers do not know how to use instructional technologies and methods and that they do not use them even if they know how to use them. Other important problems are that the physical problems at schools and the inadequacy of technology and materials are other problems that need attention. Other problems with the programme are the teaching programme is too detailed, supervisors said the exam can not test all the skills, most supervisors think the time allocated for socio-cultural activities is not enough, the first grade students who did not attend the nursery school found it difficult to adapt the elementary school and the handwriting system because generally teachers tend to start basic skills as soon as possible, such as maths, reading, etc..

Conclusions and Recommendations: The teaching curriculum except for its being too comprehensive was evaluated more positively by supervisors. The curriculum’s philosophy has not brought crucial criticism. However, the implementation and teacher efficacy were evaluated more negatively by the supervisors. In this sense, it is necessary to discuss the problems extensively, make up for the deficiencies and make the necessary changes.

Keywords: Primary school, new teaching curriculum, education supervisor, first literacy.