Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi

Tuğba Alagöz; Binali Tunç

TR EN

Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi

Abstract

Bu araştırma, demokratik bir toplumun inşasında öğretmenlerin üstlendiği kritik rolü, bu rolün Öğretmenlik Meslek Kanunu (ÖMK) bağlamında nasıl anlamlandığını ve öğretmenlerin kanuna ilişkin değerlendirmelerini derinlemesine incelemeyi amaçlamaktadır. Demokrasi; teknoloji, dijital gözetim, karmaşık toplumsal ilişkiler ve küresel dönüşümlerle birlikte çok katmanlı bir yapıya büründüğünden, bu yapının sürdürülebilirliği nitelikli eğitim ve nitelikli öğretmenlere duyulan gereksinimi her zamankinden daha belirgin kılmaktadır. Çalışmada, nitel araştırma yaklaşımı benimsenmiş ve Niğde ilindeki devlet okullarında görev yapan 14 öğretmenle yarı yapılandırılmış görüşmeler yapılmıştır. Veriler, yönlendirilmiş içerik analizi yöntemiyle çözümlenmiş; kodlamalar iki araştırmacı tarafından gerçekleştirilerek güvenirlik katsayısı %80 olarak belirlenmiştir. Bulgular, öğretmenlerin büyük çoğunluğunun ÖMK’nın mesleki özerklik, mesleki sorumluluklar, özlük hakları ve mesleğe giriş koşulları gibi kritik alanlarda somut düzenlemeler içermediğini düşündüklerini ortaya koymaktadır. Katılımcılar, özellikle pedagojik özerkliğin baskıcı tutumlar, müfredatın katılığı, bürokratik süreçler ve okul yönetimi baskıları nedeniyle ciddi biçimde sınırlandığını ifade etmiştir. Ayrıca kanunda yer alan belirsizliklerin mesleğin toplumsal itibarını zayıflattığı, sorumlulukların açık şekilde tanımlanmamasının ise öğretmenlerin toplumsal demokrasiye katkı kapasitesini sınırladığı belirtilmiştir. Öğretmenler; liyakat temelli, koruyucu, kapsayıcı ve mesleğin niteliğini güçlendiren bir ÖMK’ya ihtiyaç olduğunu vurgulamıştır.

Keywords

Demokrasi, Eğitim, Öğretmen, Öğretmen Meslek Kanunu, Toplum

Evaluating the Teaching Profession Act within the framework of the ideal of a democratic society

Abstract

This research aims to examine in depth the critical role teachers play in building a democratic society, how this role is understood within the context of the Teaching Profession Act (ÖMK), and teachers' assessments of the law. Democracy has taken on a multi-layered structure with technology, digital surveillance, complex social relations, and global transformations, making the need for quality education and qualified teachers more apparent than ever for the sustainability of this structure. The study adopted a qualitative research approach and conducted semi-structured interviews with 14 teachers working in public schools in the province of Niğde. The data were analyzed using guided content analysis; coding was performed by two researchers, and the reliability coefficient was determined to be 80%. The findings reveal that the vast majority of teachers believe that the ÖMK does not contain concrete regulations in critical areas such as professional autonomy, professional responsibilities, personal rights, and conditions for entering the profession. Participants stated that pedagogical autonomy is seriously limited, particularly due to oppressive attitudes, the rigidity of the curriculum, bureaucratic processes, and pressure from school management. It was also noted that the ambiguities in the law weaken the social prestige of the profession, while the lack of clearly defined responsibilities limits teachers' capacity to contribute to social democracy. Teachers emphasized the need for a Professional Code of Ethics that is merit-based, protective, inclusive, and strengthens the quality of the profession.

Keywords

Democracy, Education, Teacher, Teacher Professionalism Act, Society

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Details

Primary Language

Turkish

Subjects

Educational Administration, Supervision, Planning and Economics (Other)

Journal Section

Research Article

Authors

Tuğba Alagöz ^*
0000-0003-4300-2076
Türkiye

Binali Tunç
0000-0003-3636-209X
Türkiye

Publication Date

July 26, 2026

Submission Date

January 2, 2026

Acceptance Date

July 26, 2026

Published in Issue

Year 2026 Volume: 6

IZ

https://izlik.org/JA72LY43WW

APA

Alagöz, T., & Tunç, B. (2026). Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi. Okul Yönetimi, 6, 1-18. https://izlik.org/JA72LY43WW

AMA

1.Alagöz T, Tunç B. Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi. SAJ. 2026;6:1-18. https://izlik.org/JA72LY43WW

Chicago

Alagöz, Tuğba, and Binali Tunç. 2026. “Demokratik Bir Toplum Ideali çerçevesinde Öğretmenlik Meslek Kanununun Değerlendirilmesi”. Okul Yönetimi 6 (July): 1-18. https://izlik.org/JA72LY43WW.

EndNote

Alagöz T, Tunç B (July 1, 2026) Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi. Okul Yönetimi 6 1–18.

IEEE

[1]T. Alagöz and B. Tunç, “Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi”, SAJ, vol. 6, pp. 1–18, July 2026, [Online]. Available: https://izlik.org/JA72LY43WW

ISNAD

Alagöz, Tuğba - Tunç, Binali. “Demokratik Bir Toplum Ideali çerçevesinde Öğretmenlik Meslek Kanununun Değerlendirilmesi”. Okul Yönetimi 6 (July 1, 2026): 1-18. https://izlik.org/JA72LY43WW.

JAMA

1.Alagöz T, Tunç B. Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi. SAJ. 2026;6:1–18.

MLA

Alagöz, Tuğba, and Binali Tunç. “Demokratik Bir Toplum Ideali çerçevesinde Öğretmenlik Meslek Kanununun Değerlendirilmesi”. Okul Yönetimi, vol. 6, July 2026, pp. 1-18, https://izlik.org/JA72LY43WW.

Vancouver

1.Tuğba Alagöz, Binali Tunç. Demokratik bir toplum ideali çerçevesinde Öğretmenlik Meslek Kanununun değerlendirilmesi. SAJ [Internet]. 2026 Jul. 1;6:1-18. Available from: https://izlik.org/JA72LY43WW

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• Provide details on all sources (including electronic) and methods used for data collection and analysis.
• Ensure the content of the publication is accurate, complete, and free from intentional omissions.
• Adhere to "scientific ethics" in producing and developing knowledge.
• Publish only information that is developed systematically and scientifically.
• Ensure the content is unbiased and unaffected by personal interests, concerns, political views, or beliefs.
• Properly cite all sources used in the publication.
• Recognize the contributions of others in producing, compiling, measuring, and preparing the information, either through authorship or acknowledgment.

Ethical Principles for Editors

Experts serving as editors in SAJ must adhere to the following principles:

• Publishing Decisions: Ensure impartiality in decision-making.
• Objectivity: Maintain neutrality and fairness.
• Confidentiality: Safeguard the confidentiality of the editorial process.
• Conflict Resolution: Address disputes and declarations of interest ethically.
• Collaborative Research: Engage in cooperative and ethical research activities.

Ethical Principles for Reviewers

Reviewers are expected to uphold the following principles:

• Adhere to principles of independence, impartiality, honesty, equality, consistency, and confidentiality.
• Provide objective, descriptive, clear, constructive criticism, evaluations, feedback, and recommendations.
• Respect deadlines and avoid unnecessary delays in the review process.
• Refrain from exploiting the review process for personal gain or engaging in plagiarism.
• Accept review requests only within their field of expertise and decline those outside their area.

AI Policy

Purpose: The purpose of this AI policy is to provide clear guidelines for the use of artificial intelligence (AI) in the submission, review, and publication processes. As the use of AI tools becomes more prevalent in academia, we recognize the need to address the ethical implications and ensure that submissions adhere to academic integrity standards.
Scope: This policy applies to all submissions, including peer-reviewed and non-peer-reviewed articles, across all disciplines within the journal’s scope. It covers the use of AI in data collection, data analysis, manuscript preparation, and any other aspect of research and publication.

1. Use of AI in Research

We acknowledge that AI can significantly contribute to educational research, offering insights and analyses that might not be feasible through traditional methods. However, AI-generated content must adhere to the following guidelines:

• Transparency: Authors must disclose any use of AI tools in the research process, including data analysis, writing assistance, and manuscript generation. A detailed description of the AI tools used and how they contributed to the research should be included in the methodology section.
• Originality and Plagiarism: AI-generated content must be original and not replicate or paraphrase content from other sources. Authors are required to ensure that AI-generated text is free from plagiarism. Any instances of AI usage that may lead to unintentional plagiarism should be avoided and acknowledged.
• Data Integrity: AI tools used for data collection, processing, or analysis must follow ethical guidelines related to data integrity, accuracy, and privacy. Authors must ensure that AI algorithms used do not introduce bias, misinterpret data, or violate ethical principles.

2. AI in Manuscript Preparation

AI tools used in manuscript preparation, such as language enhancement, citation generation, or text summarization, should be disclosed in the submission. The authors should:

• Clearly specify the tools used for any writing assistance or text generation.
• Ensure that the final manuscript meets the journal’s standards for academic quality and integrity.

If AI is used for generating parts of the manuscript, authors must clarify whether the content has been reviewed or revised by human experts for accuracy, coherence, and alignment with the research goals.

3. Peer Review Process

AI can also support the peer review process by assisting in manuscript evaluation or enhancing the review process. However, the following should be considered:
• AI-Generated Reviews: If AI is used to assist in writing a review or generating suggestions for improvements, it should not replace the human reviewer. AI should only be used as a supplementary tool.
• Reviewer Guidelines: Reviewers are encouraged to consider whether AI has been appropriately used in the research and manuscript. AI-assisted content should be evaluated for academic integrity and adherence to ethical research standards.

4. Ethical Considerations

All AI-related activities must adhere to the following ethical guidelines:

• Fairness: AI tools must be used in a manner that promotes fairness, ensuring that no group of authors is disadvantaged by the use of AI.
• Confidentiality: The use of AI tools must respect the confidentiality of submitted manuscripts. Authors should ensure that any AI tools used do not store, share, or disclose the content of submitted manuscripts without proper consent.
• Accountability: Authors are fully responsible for the content generated with the assistance of AI tools. While AI can aid in generating text, interpreting data, or performing analyses, it remains the author's responsibility to ensure that the content is ethically sound and scientifically valid.

5. Disclosure and Acknowledgments
• Authors must explicitly disclose any use of AI in their submission, including which parts of the manuscript were generated with the help of AI tools (e.g., writing, analysis, literature review).
• If AI tools were used to aid in research, data analysis, or manuscript preparation, authors should mention the tools used in an acknowledgment section or methodology section.

6. Non-Compliance
Failure to comply with the AI policy may result in the rejection of the manuscript, retraction of published work, or other actions deemed necessary to maintain the journal's academic standards and ethical integrity.

7. Updates to the Policy

This policy will be periodically reviewed and updated to adapt to the evolving role of AI in academic research and publishing. Authors and reviewers will be informed of any updates to ensure compliance.

Price Policy

Indexes

Journal Boards

Editor in Chief

İbrahim Hakan KARATAŞ

Education Management, Education Planning, Higher Education Policies, Higher Education Management, Internationalization in Higher Education

Associate Editors

Kevser YILDIRIM

Instructional Technologies, Philosophical and Social Foundations of Education, Teacher Education and Professional Development of Educators, Specialist Studies in Education (Other)

Murat POLAT

Leadership in Education, Educational Administration, Supervision, Planning and Economics (Other), Teacher Education and Professional Development of Educators, Education Policy

Special İssue Editors

FL

Fella LAHMAR

Education Management

Assistant Editors

Gürkan SARIDAŞ

Multicultural, Intercultural and Cross-Cultural Studies, Education Management, Multicultural Education, Comparative and Cross-Cultural Education, Teacher Education and Professional Development of Educators

MK

Mevlüt KARA

Education Management, Leadership in Education, Educational Administration, Supervision, Planning and Economics (Other)

SK

Saffet KARAYAMAN

Management Information Systems, Education Management, Public Administration, Management Psychology, Strategy, Management and Organisational Behaviour, Industrial Organisation, Organizasyon, Organisational Behaviour, Strategy, Management and Organization Education , Strategy, Management and Organisational Behaviour (Other)

Fatma AVCI

Curriculum and Instration , Lifelong learning, Early Childhood Education

Nurdan ÖDEMIŞ KELEŞ

Education Management, Teacher Education and Professional Development of Educators, Higher Education Policies, Higher Education Management, Program Development and Qualifications in Higher Education

Ramazan ERTÜRK

Education Management, Supervision in Education, Inspection and Planning, Leadership in Education

Editorial Board

Selami AYDIN

Applied Linguistics and Educational Linguistics, Education

RS

Rania SAWALHI

Education Management

Semiha ŞAHIN

Education Management, Education Planning, Leadership in Education

Soner POLAT

Education Management, Lifelong learning

Murat ÖZDEMIR

Education Management

NÖ

Nedim ÖZDEMIR

Education Management

Kürşad YILMAZ

Education, Education Management, Education Planning, Leadership in Education

Selahattin TURAN

Inspection and Planning, Leadership in Education, Educational Administration, Supervision, Planning and Economics (Other)

Feride ÖKSÜZ GÜL

Education Management, Higher Education Policies, Higher Education Management, Gender, Sexuality and Education

İsmail AYDOĞAN

Other Fields of Education (Other)

Bahri AYDIN

Education Management

Emine AYYILDIZ

Early Childhood Education, Child Development Education, Multi Disabled Education, Special Education and Disability (Other), Developmental Psychology (Other)