Abstract:

The teaching styles that teachers possess influence the way they provide information, communicate with students, and organize classroom and non-class events. In this context, it is believed that the study of the teaching styles of teachers in terms of various variables will contribute to the field. With this thought, this study aims to determine whether teaching styles of teachers differ according to gender, branch, educational status, the type of school in which they are employed, the settlement unit in which the school is located, the professional senior and the average class position of teachers in the schools in which they are employed. The research has used a simple case causal-comparative pattern from quantum research patterns. The data was obtained from 248 teachers who worked in the province of Kırklareli in the 2016-2017 educational year. The research has used the "Center for Occupational Research and Development (CORD) Teaching Styles Inventory" as a data collection tool. The study found that teachers' teaching styles, gender, branch, educational status, type of school in charge, not show a significant difference according to the establishment unit where the school is located, and that the occupational seniority and class presence are variables that make a difference in the teaching styles preferences of teachers.