Türkiye'de 1980 sonrası uygulanan eğitim politikalarının ilköğretim okullarında yarattığı dönüşümün değerlendirilmesi (Ankara ili örneği)
The aim of this research is to evaluate the basic education policyimplemented in Turkey after 1980s and the transformation it created onschools from the teachers and school principals? point of views. Therefore,this is a descriptive study and aimed at describe the current situation as itwas. In this study the quantitative and qualitative research technique wereused together. The research population related to quantitative dimension ofthe study composed of teachers (20802) and school principals (1339)working in the state basic education schools of Ankara Great Municipality(including Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincanand Yenimahalle). The research sample composed of 298 school principalsand 377 teachers. When selecting the research sample related to dimensionof qualitative analysis criteria sampling technique was used. According to thistechnique, 9 school principals and 9 teachers, altogether 18 persons takeplace in this process. The questionnaire called ?Evaluation of The BasicEducation Policy Implemented in Turkey after 1980s and The TransformationIt Created On Schools? related to quantitative dimension of the study. Aninterview for was developed and used related to qualitative dimension of thestudy. During the analysis of the data gathered by the questionnaire theStatistical Package for Social Science (SPSS) was used; and arithmeticmean, standard deviation, t-test were used. During the analysis of thequalitative data, descriptive analysis technique was used.The results of the study are as follows: Majority of the schoolprincipals thought that the basic education policy implemented in Turkey after1980s was an important factor in terms of the transformation it created onschools. The financial policy found to be one which affected thetransformation on school related to the basic education policy implemented inTurkey after 1980s. With the basic education policy followed after 1980s, thecreating the financial resources left to the school principals and to theirefforts; and in the resources allocated to education were decreased. Therewas no significant difference between the opinions of school principals andteachers related to the evaluation of the basic education policy implementedin Turkey after 1980s was an important factor in terms of the transformation itcreated on schools according to task. Some of the school principals andteachers think that, the Regulation of Staffing and its practices did notremove the inequalities in terms of teacher distribution, teacher appointmentand replacement, and all sort of taking side and patronage. With regard toTotal Quality Management Regulation, during the interview some of theschool principals pointed that; Total Quality Management could beimplemented in private sector but not in schools.Some of the school principals stressed out that ?School ?ParentCommittee? plays an important role in terms of meeting the needs of school.In addition school principals and teachers consider the school-parentregulation and such education policy tools as seeing the student and theirparents as a customer opening schools to markets; thus this will create theinequalities between the schools and consequently inequalities in education.School principals and teachers also think that, the Regulation of CareerStage will not improve the quality of education; conversely it will causediscrimination between the teachers and demolishing the school climate andbrought other disadvantages. School principals and teachers think that, theinternationally supported ?technology education? policies by MEB in schoolswill cause negative results. According to principals and teachers,international organizations are playing the most important role in terms of thetransformation of education policy on schools.