The Effects of Teacher Mobility on the Academic Success of Primary School Students

Aynur DİKİCİ & Mehmet Emin USTA

ABSTRACT
The main purpose of this study is to empirically reveal the effect of teacher mobility on the academic success of primary school students. The sample group of the study was stratified as schools with high socioeconomic level, middle and low neighbourhoods in the central Haliliye, Eyyübiye, Karaköprü districts of Şanlıurfa province, and the study group of the research was formed with 3 schools and 6 classes by choosing one school from each neighbourhood. The study was carried out with relational research design. The research was conducted as a mixed method in which both qualitative and quantitative research approaches were used together. The qualitative aspect of the research includes the "Semi-Structured Interview Form" applied to the school principals and teachers who will take the students' classes, and the "Student Recognition Form" applied to the students; however, the quantitative aspect of the research includes the “Academic Achievement Test” applied to the students. Descriptive analysis method was used in the analysis of the collected qualitative data. The "Academic Achievement Test" data applied to the students were analysed by statistical analysis method. In the analysis of the quantitative data, the skewness and kurtosis coefficients were checked, and the non-parametric Mann Whitney U test was employed on the data that did not appear to have a normal distribution. At the end of the study, it was found that teacher mobility made a significant difference in the academic achievement of students and that teacher mobility at the 4th-grade level of schools with high, medium, and low SED (Socioeconomic Level) levels made a significant difference in academic achievement.

KEYWORDS: academic success, education problems, teacher mobility, primary student, teacher recruitment.

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