Opinions on the Impacts of the TEOG System from Teachers Whose Courses are not Included in the TEOG Exam

Abstract

The object of this study is to determine of teachers’ opinions on the impacts of exam for the Transition from Basic Education to Secondary Education TEOG system on their teaching activities in visual arts, technology and design, music and physical education courses that are not covered by the TEOG exam. This research was conducted as a survey study and the study group was determined by the purpose of sampling strategy, data analysis plan and easy accessibility approach. This research was carried out with 35 teachers who teach visual arts, physical education, technology and design, and music courses in public schools in Ankara. Teachers’ opinions were obtained with a form containing five open-ended questions and demographic and occupational characteristics of the teachers. A descriptive analysis approach was applied to the written opinions of the teachers. As a result of this research according to the opinions of teachers; visual arts, technology and design, music and physical education courses which are not included by the TEOG exams were considered to be insignificant by students, school administrators and parents. In addition, teachers stated that the TEOG system affected their teaching and evaluation activities negatively in the classroom, and the teachers were unable to evaluate their students objectively due to the TEOG system, and students, administrators and parents expected or demanded the teacher to give higher grades. Because of these situations, the relations between the teachers, students, school administrators and parents were affected negatively.