Özet:

Quality in education is obtained through providing the right education at the right time and place, to the right people and with the right trainers (Muter and Gokbunar, 2000). A high-quality education is provided by meeting necessary needs of students and improving education system. Thus, it is important to determine to what extent the students’ expectations from the instructors in order to rise education and training activities. General survey model was used in the study. While the population of the study consisted of 2092 students studying in Dokuz Eylul University Buca Faculty of Education in the 2018-2019 academic year, the sample of the study consisted of 186 students studying in the departments of Turkish and Social Sciences, Maths and Science, Foreign Languages, Special Education, who were selected via the stratified cluster sampling method. In the study, the students were given a personal information form and scale. The personal information form questions the students’ sex, department and educational background. In order to reveal quality expectations of the university students regarding the instructors and to determine the significance of these expectations, the “Instructors Quality Expectation Scale”, developed by Saydan (2008), was used. In this study, the Cronbach’s Alpha reliability coefficient was found to be 0.87 for the Instructors Quality Expectation Scale. In data analysis, descriptive statistics such as arithmetic mean, standard deviation, percentage and frequency analyses were used. On the other hand, deductional statistics such as independent samples t-test and one-way analysis of variance (One Way ANOVA) were used as significance tests concerning the differences between Instructors Quality Expectation Scale. The LSD test which is among multiple comparison tests was used to determine between which two groups the significant difference was present in the ANOVA test. As a result of the study, it was determined that quality expectations of the students regarding the instructors were mainly moderate. It was found that quality expectation scores of the university students regarding the instructors significantly varied according to gender (in favor of women). Quality expectation scores of the university students regarding the instructors showed a significant difference based on the variable of department. This difference was due to the fact that quality expectation scores of the university students studying in departments of Mathematics-Science and Foreign Languages regarding the instructors were significantly higher than scores of the students studying in Turkish Language-Social and Special Education departments. In the study, it was determined that quality expectations of the students regarding the instructors did not significantly vary according to their educational background. Quality expectations of the university students regarding the instructors require organizing seminar and panel programs in faculties and putting emphasis on their expectations. In addition, it is recommended to conduct qualitative and quantitative studies by considering larger sample groups and different cultural structures.

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