The Evaluation of School Guidance Services from the Perspective of Preschool Teachers

Abstract

The purpose of this study is to evaluate the guidance services for nursery classes in primary schools, which have a guidance teacher, according to the perceptions of preschool teachers. The study was carried out among 14 preschool teachers employed in the nursery classes of primary schools in Ankara, affiliated with the Ministry of National Education. For the purpose of this study, easily accessible sampling method is selected from among purposive sampling methods. The teachers in the sample were interviewed. During the interview they were asked questions about school guidance unit and its services. Their responses were recorded, and their expressions were summarized and interpreted using descriptive analysis technique. The findings of the analysis show that teachers primarily require guidance services to concentrate on children with special needs, children with behavior problems and children with disabilities in inclusive classes, in short children with problem behaviors and their families. Training programs for parents are deemed to be of secondary importance. Most of the teachers stated that they are satisfied with current guidance services and that they do not have any other expectations from the guidance unit