The Image of the Teaching Profession from the Perspectives of Teachers, Administrators, and Parents

Abstract

The aim of the study is to analyze the image of the teaching profession from the perspective of its key stakeholders—administrators, teachers, and parents—and to reveal the similarities and differences in the perceptions of these groups. Furthermore, the findings of the study aim to contribute to the development of policies that strengthen the social status of the teaching profession. Within the scope of these objectives, the study was conducted using a phenomenological method, and interviews were conducted with 29 participants from different fields, ages, and years of experience. A semi-structured interview form developed by the researchers was used to determine the image of the teaching profession in Turkiye through different stakeholders in education. Data obtained from participants were transferred to the MAXQDA program and subjected to content analysis. The findings indicate that the image of the teaching profession has been negatively affected by technological developments, social expectations, and changes in education. Economic inadequacy, negative representation in the media, violence against teachers, and limited opportunities for professional development have been decisive factors in this decline. In addition, teachers' lack of self-care, the mismatch between theoretical knowledge and practice in undergraduate education, and social perception have also negatively affected this process.

Keywords

• The Image of the Teaching Profession
• Teacher
• Administrator
• Parent

Öğretmen, Yönetici ve Velilerin Perspektifinden Öğretmenlik Meslek İmajı

Abstract

Araştırmanın amacı, eğitim sürecinin temel paydaşları olan yönetici, öğretmen ve velilerin gözünden öğretmenlik mesleğinin imajını analiz ederek bu grupların algıları arasındaki benzerlik ve farklılıkları ortaya koymaktır. Ayrıca çalışma kapsamında elde edilen bulgularla öğretmenlik mesleğinin toplumsal statüsünü güçlendirmeye yönelik politikaların geliştirilmesine katkı sağlamak hedeflenmektedir. Bu amaçlar kapsamında bahsi geçen araştırma fenomenoloji yöntemine göre yürütülmüş ve farklı alan, yaş ve deneyim yılına sahip olan 29 katılımcıyla görüşmeler gerçekleştirilmiştir. Türkiye’deki öğretmenlik imajının eğitimin farklı paydaşları aracılığıyla belirlenmesi için araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Katılımcılardan elde edilen veriler, MAXQDA programına aktarılarak içerik analizine tabi tutulmuştur. Sonuç olarak öğretmenlik meslek imajı; teknolojik gelişmeler, toplumsal beklentiler ve eğitimdeki değişimlerle birlikte olumsuz yönde etkilenmiştir. Ekonomik yetersizlik, medyada olumsuz temsil, öğretmene yönelik şiddet ve mesleki gelişim eksiklikleri bu düşüşte belirleyici olmuştur. Ayrıca öğretmenlerin özbakım eksiklikleri, lisans eğitimindeki teorik bilgi-uygulama uyumsuzluğu ve toplumsal algı da bu süreci olumsuz etkilemiştir.

Keywords

• Öğretmenlik meslek imajı
• öğretmen
• yönetici
• veli

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