a research regarding the empathic approaches of school managers about professional problems of teachers by pair-wise comparisons method

The aim of this research is to define priority order of the problems of teachers working at primary schools according to the views of teachers and managers and by using this order defining the emphatic thought approaches of primary school managers. In order to define the priority order of teacher problems Thurstone’s pairwise comparison method has been used. In order to collect data a survey has been applied to 43 managers and 98 teachers who are randomly chosen and working at primary schools at the center of Mardin City during 2010-2011 education year in autumn term. In the survey there have been 15 points related to the professional problems of teachers, and managers and teachers are asked to put them in order. At the end of the analysis each point’s (teacher’s problem) scale value has been defined on the line of numbers in two categories of teacher views and administrator views, and it has been tried to find out how managers reacted against teachers priority problems. Comment have been made about managers emphatic thought degrees based on the obtained results. It has been detected at four statements of teachers’ occupational problems that managers and teachers see the problem at the same importance level, while at the eleven of them they see at different importance levels. It can be said that these results give clues about school managers not having enough emphatic approach levels