Teacher Views on the Applicability of Mastery Learning Model in Teaching Learning Process

Abstract

Purpose of the study: The purpose of thesudy wasto determine teacher views onteaching and learning in terms of the aspectsof mastery learning method. To this aim, thefollowing questions were examined: Doteachers believe that all students can learn allthe course subjects, why? Do teachers believethat they can teach all the subjects of a course,why? Method: In the research,phenomenology (phenomenological method)was used as a qualitative research method.The phenomena investigated in the study wasthe views of teachers on whether they couldteach mastery and whetherstudents couldlearn mastery. Interview method was used in data collection, and the data were analyzed using content analysis techniques. Purposefulsampling method was carried out in determining the study group. The study group consistedof 15 volunteer teachers who worked in various educational stages in 2016-2017 academic yearin Duzce province. Findings and results: Expectation perceptions of participant teacherstowards teaching all subjects and students’ learning levels were frequently low due to theirown beliefs, environmental conditions, school facilities, and individual differences amongstudents. Conclusions and recommendations: The results of the current study are worrisomein terms of qualified and effective school principles. Besides, this study demonstrates that bothinterdisciplinary and interinstitutional cooperations, trainings and support activities shouldbe carried out in order to eliminate the negativities in teachers’ perceptions towards students’learning levels and in their self-efficacy levels about their teaching skills.