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ERIC ED453192: Instructional Planning in a Centralized School System: An Assessment of Teachers' Planning at Primary School Level in Turkey.

This study assessed Turkish elementary teachers' planning practices in terms of influences, problems, and effectiveness. Participants were 1,194 teachers from 210 schools. Teachers completed questionnaires that collected demographic data and explored their perceptions of instructional planning (types of plans, influences on these plans, effectiveness of the plans, problems faced during planning, and recommendations to improve planning practices). The main influences on unit plans and daily plans were teacher experience, the national curriculum, and textbooks. Colleagues and undergraduate education also influenced planning. Teaching experience influenced teachers' perceptions of the national curriculum and their unit and daily planning. Teachers assigned the most importance to student characteristics and availability of materials in daily planning and the least importance to evaluation procedures and writing objectives. Content coverage and teaching/learning activities were considered of medium importance. Planning problems included gaps between the national curriculum and classroom needs, a standard format for planning, lack of time and resources, lack of support from administrator

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