Öğretmen Görüşlerine Göre Türkiye'de Öğretmenlik Kariyer Basamakları

Yıl 2024, Cilt: 14 Sayı: 2, 176 - 189, 27.12.2024

Ramazan Ertürk

https://doi.org/10.17984/adyuebd.1523371

Öz

Araştırmada öğretmenlerin öğretmenlik kariyer basamaklarına yönelik görüşlerini belirlemek amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması desenine göre tasarlanan araştırmanın çalışma grubunu 2022-2023 eğitim-öğretim yılında çeşitli eğitim kademelerinde görev yapan 52 öğretmen oluşturmuştur. Araştırma verileri, yarı yapılandırılmış görüşme formu aracılığıyla ve görüşme yöntemi kullanılarak toplanmış olup içerik analizi ile çözümlenmiştir. Araştırma sonuçlarına göre, öğretmenlerin kariyer basamaklarına yönelik görüşleri genel, sınava başvuru şartları, mesleki çalışmalar ve eğitim programı temaları altında toplanmış, bu temalar olumlu ve olumsuz görüşler altında kategorilere ayrılmıştır. Öğretmenler kariyer basamaklarını genel olarak sürekli öğrenme ve mesleki gelişimi sağlaması açısından olumlu bulurken, öğretmenleri ayrıştırması ve okul iklimini bozması, sınav kaynaklı kaygı ve stres, lisansüstü eğitimi itibarsızlaştırması açısından olumsuz bulmuşlardır. Araştırma sonuçları kapsamında araştırmacı tarafından geliştirilen önerilerden bazıları şunlardır: Uygulamada süreklilik sağlanmalı, başvuru şartlarında aranan kıdem yılı şartı düşürülmeli, 2006'dan bu yana sınava giremeyen öğretmenlerin on altı yıllık kayıp hizmet süreleri on yıllık ve yirmi yıllık sürelere eklenmelidir. Adaylığı kalkmış olmak şartıyla alanında ve eğitim bilimleri alanında yüksek lisans mezunlarına yıl şartı aranmaksızın uzman, doktora mezunu öğretmenlere başöğretmenlik verilmelidir.

Anahtar Kelimeler

Öğretmenlik Mesleği, Öğretmenlik Kariyer Basamakları, Uzman Öğretmen, Baş Öğretmen

Proje Numarası

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Teaching Career Steps in Turkey from the Teachers’ Perspective

Öz

The purpose of this study is to determine the views of teachers about teaching career steps. The study group of the research which adopts a qualitative case study design consisted of 52 teachers working at various education levels in the 2022-2023 academic year in Türkiye. The research data were collected through a semi-structured interview form and employing interviews, and it was analyzed by content analysis. Depending on the findings, teachers' views on career steps were gathered under the themes of general, exam application conditions, professional studies and education program, and these themes were categorized under positive and negative views. While teachers found career steps positive in terms of continuous learning and professional development in general, they found it negative in terms of separating teachers and disrupting the school climate, exam-related anxiety and stress, and discrediting the postgraduate education. Some of the suggestions developed by the researcher within the scope of the research results are as follows: Continuity in practice should be ensured, the requirement of long working years for the application should be reduced, and the sixteen-year lost service periods of teachers who have not taken the exam since 2006 should be added to the ten-year and twenty-year periods. Provided that the candidacy stage has been completed, master's degree graduates in the field and in educational sciences should be given the title of expert teacher, and doctoral graduate teachers should be regarded as head teacher without a working-year requirement.

Anahtar Kelimeler

Teaching Profession, Teaching Career Steps, Expert Teacher, Head Teacher

Etik Beyan

This research was examined ethically at the meeting of Bolu Abant İzzet Baysal University Ethics Committee for Human Research in Social Sciences dated 04.09.2022 and 2022/09 and approved as ethically appropriate with the protocol number 2022/340. The research data were collected in September and October followingly.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

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