BAZI DEĞİŞKENLER AÇISINDAN İLKOKUL VE ORTAOKUL ÖĞRETMENLERİNİN 4+4+4 EĞİTİM SİSTEMİNE İLİŞKİN GÖRÜŞLERİ

One of the innovations that gets different reactions from all sectors of society and the community of education is the law on the 4 + 4 + 4 numbered 6287, known as the Primary Education Act of Certain Laws Amendment. This law is accepted as the consequence of the decisions taken by the 18. National Education Council and the reasons that can be partially sorted as the freewill of the governnment and Turkish society, non-governmental organizations, education professionals and their affiliated organizations that expressed problems and change requests at different periods(Memişoğlu and İsmetoğlu, 2013,16). 4 + 4 + 4 education system is defined as system which aims to eliminate regional differences in schooling and increase the enrollment rate from 8 years of compulsory education the 12 years (Memişoğlu and İsmetoğlu, 2013,16). 4 + 4 + 4 education system is defined as system which aims to eliminate regional differences in schooling and increase the enrollment rate from 8 years of compulsory education the 12 years. Compulsory education is the regular education which is carried out in schools with the aimed programmes to the certain age groups and the individuals at the same level(Bora, 2012). 4 + 4 + 4 education system and right to compulsory education was extended to 12 years in three stages in 2012. The first purpose of the 4+4+4 which is known as the system that extends the compulsory education from 8 years to 12 published by the MEB(Ministry of Education) is to increase average education period of the society and the second purpose is determined so as to make it possible to adjust the interest of individuals in education system and the needs and capabilities orientation. The education defined as the information era in 21.century by the MEB(Ministry of Education)is emphasized to become the main actors of change and transformation, no longer the primary education is adequate in international society and that the entire population should take at least high school level education(2012) . This perspective can be said that the 4 + 4 + 4 is one of the main reasons transition to intermittent and compulsory education. When it was decided to apply 4+4+4 to the education system and after it was launched, especially teachers, political parties, educational unions criticized this system in different ways directly or indirectly. This study aims to take the opinions of teachers who are the main practitioners of the 4+4+4 system determined with reasons and objectives established by MEB(the Ministry of Education) according to gender, title, branch, level of school, socio-economic environment, years of service and subscribed unions factors. The purpose of this study is to state thoughts of primary school and secondary school teachers about 4+4+4 education system by some variables This study is trying to find out the strengths and weakness of 4+4+4 education system according to the gender, title, branch, the grade of school being worked, socio-economic environment, years of service and member of the union factors. Screening model has been applied in accordance with the aim of the study. Written interview forms have been used as a research data collection. In these forms, Multiple choice questions has taken place which aimed to get the opinions of teachers about effectiveness, weakness and strengths sides of 4+4+4 education system. Study includes all teachers that working at elementary and secondary schools in different socio-economic and cultural environments in Siirt city center. As sample of the study, easily accessible and random sampling method has been applied. Approximately 35 percent of 1500 teachers in the city center has been reached and written comments has been taken from 535 participants. For the analyze of interviews data, SPSS package program has been used and among the descriptive statistical techniques; percentage and crosstabs analyze has been applied. In this study, there has been reached the conclusion that teachers have problems in the practice of 4+4+4 education system, have mostly negative ideas about the systems of 4+4+4 education system, think 4+4+4 education system as ideological and believe that 4+4+4 education system will 4+4+4 education system in this new education system according to the gender, branch, member of the union, the socio-economic environment being worked. Some of the suggestions raised by researchers from research results are as follows:  4 + 4 + 4 education system must be restructured in a way that all parties and trade unions can agree.  Socioeconomic status of schools in poor surroundings and the teachers in these schools should be supported in order to 4 + 4 + 4 education system work more effectively.  Studies that relieve the doubts whether 4+4+4 education system is ideological or political should be done in accordance to public conscience and community of education.  It was determined that a significant majority of teachers are of the opinion that they encounter problems when applying this system. In another study, the problems that the teachers face can be handled.