Abstract
This study aims to determine how 66 and 68 months old children in the first grade of primary school perceive their teachers by their drawings. The study was carried out during the spring semester of 2015-2016 academic year. The research was based on the phenomenological design, a qualitative research method. Cluster sampling method, which is a randomization based sampling method, was used in this study. The research sample was composed of 152 first graders (80 boys and 72 girls) in Bornova, Izmir. The children were asked to draw the teacher in their imagination during one class period (40 minutes) while their teachers were present in the classroom. After the drawings completed, each student told the researcher what they drew. Drawings obtained within the scope of the study have been analyzed with Teacher Perception Coding List developed by Aykac (2012). Most of the children illustrated their teachers as female, cheerful, clean and well-groomed. Besides, the children’s gender did not make any significant differences in their teacher perception.
Highlights
Education is a social process and the realization of this process, with a purposeful and systematic approach, is considered obligatory for society’s sustainability
The quality of primary school is determined by the ‘teacher’ who assumes the role of developing the learning-teaching process with the physical structure and instruments in the school (Aykaç, 2012)
Primary education initiates the process of student life organization and provides the individual with the ability to collaborate with different people, and so prepares the student for life
Summary
Education is a social process and the realization of this process, with a purposeful and systematic approach, is considered obligatory for society’s sustainability. This obligation brings the formal side of the educational process to the forefront (Aslan, Aslan & Arslan Cansever, 2012). The quality of the education provided in primary school plays an important role in children’s development. The quality of primary school is determined by the ‘teacher’ who assumes the role of developing the learning-teaching process with the physical structure and instruments in the school (Aykaç, 2012). While the child develops this sense of belonging, s/he encounters a crucial figure at school that will leave deep impressions on her/his life: the primary school teacher
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