Poverty and Academic Achievement in the Light of Teachers' Experiences and Perceptions: A Phenomenological Study

Purpose: The principal objective of this study is to elucidate the experiences and perceptions of teachers regarding poverty and academic achievement, and to ascertain the extent to which these experiences and perceptions are reflected in their professional practices. The research will analyze how teachers perceive the impact of poverty on students' academic achievement, how teachers' perceptions of poverty and academic achievement affect their teaching strategies and classroom practices, and which strategies teachers should develop to increase the academic achievement of poor students. Furthermore, the link between poverty and education will be evaluated through the eyes of teachers. Design/Methodology/Approach: This study was conducted with a qualitative, descriptive phenomenological research design and interpretive paradigm. The aim of this approach is to explore lived experiences, events or situations as they are, and to examine how these experiences are perceived and made sense of by individuals. The study sample comprises teachers employed in the Karatay, Meram and Selçuklu districts of Konya province. Ten teachers employed at Anatolian, Science and Social Sciences High Schools, which are distinguished by their academic excellence, were selected through the criterion sampling method, which is a sub-sample of the more commonly used purposeful sampling technique in qualitative research. A focus group interview was utilized as the primary data collection instrument in the study. The data analysis of the research was conducted using a descriptive phenomenological method with the NVIVO 14 software package. Findings: The research demonstrated that poverty has a detrimental impact on students' access to learning resources, the quality of practical education, motivational and emotional effects, academic performance and development. Conversely, it was determined that the implementation of strategies such as access to resources, academic support, motivation, and psychological assistance could prove effective in enhancing the academic performance of underprivileged students. Highlight: In regard to the interrelationship between poverty and education, the availability of resources, learning assistance, motivation, self-assurance, and psychological and social support have been demonstrated to enhance academic performance. Poverty has a profound impact on students' access to education, learning processes and academic achievement. The attainment of success in education is contingent upon both the individual efforts of the student and the socioeconomic conditions in which they live.