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Ücretli Öğretmenlik Politikasının Yöneticiler Perspektifinden Değerlendirilmesi

Year 2025, Issue: 58, 1 - 11, 08.09.2025
https://doi.org/10.33418/education.1537073

Abstract

Bu makalede, ücretli öğretmenlik istihdamının eğitim sistemi üzerindeki etkileri derinlemesine incelenmiş ve bu etkiler beş ana başlık altında kategorize edilmiştir: okul yöneticileri, kadrolu öğretmenler, öğrenciler, veliler ve istihdam politikalarından kaynaklanan farklılıklar. Araştırmanın temel amacı, ücretli öğretmenlik politikasını yöneticilerin bakış açısından ele alarak, bu politikanın okul yönetimi ve eğitim kalitesi üzerindeki olumsuz etkilerini değerlendirmektir. Çalışma kapsamında, 9 okul müdürü ve 9 müdür yardımcısı ile yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmelerde, yöneticilere beş temel soru sorulmuş ve bu sorulara verilen yanıtlar betimsel analiz yöntemiyle değerlendirilmiştir. Analiz sonuçları, yöneticilerin büyük çoğunluğunun ücretli öğretmenlik politikasına olumsuz bir tutum sergilediğini göstermektedir. Yöneticiler, ücretli öğretmenlerin alan bilgisi ve pedagojik formasyon eksikliği nedeniyle eğitim süreçlerinde ciddi zorluklar yaşadıklarını, bu öğretmenlerin iş güvencesi ve süreklilik hissi taşımadıklarını, dolayısıyla kendilerini kadrolu öğretmenlerden farklı ve geçici bir pozisyonda gördüklerini ifade etmişlerdir. Bu durumun, öğretmenlerin okul kültürüne ve sınıf ortamına uyum sağlamalarını zorlaştırdığı, ders içeriklerini etkili bir şekilde aktarmalarını engellediği ve genel eğitim kalitesini olumsuz yönde etkilediği vurgulanmıştır. Sonuç olarak, yöneticiler, ücretli öğretmenlik politikasının eğitimde sürdürülebilirliği ve kalitesi açısından yetersiz olduğunu belirtmiş ve bu politikanın sonlandırılması gerektiğini savunmuşlardır.

References

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  • Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor Books.
  • Cebiroğlu, K., Kılınçaslan, N., Çetin, K., & Apaka, N. (2023). A qualitative study on the relationships of paid teachers with permanent teachers and school administrators. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 9(3).
  • Çelik, A., & Bayar, K. (2021). Problems faced by paid teachers and their solutions. Academic Social Resources Journal, 5(16), 361-371.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publishers.
  • Demir Yıldız, C. (2020). Good school-bad school: Evaluation of paid teachers' views in terms of effective schools. International Social Sciences Studies Journal, (e-ISSN: 2587-1587), 6(65), 2815-2827.
  • Doğan, S., Demir, S. B., & Turan, N. (2013). Evaluation of the practice of paid teaching. Turkish Studies, 8(12), 371-390. Ekiz, D. (2009). Scientific research methods. Ankara: Anı Publishing.
  • Emmer, E. T., & Evertson, C. M. (2016). Classroom Management for Middle and High School Teachers (10th ed.). Boston: Pearson.
  • Ergüven, D. A. (2019). Investigation of the professional competencies of non-specialized teachers working in the field of special education (Unpublished master's thesis). Necmettin Erbakan University Institute of Educational Sciences, Konya.
  • Erol, M., & Merze, O. (2023). Paid teaching practice in special education schools and the reflections of this practice on education: Views of school administrators. International Academic Social Resources Journal, (e-ISSN: 2636-7637), 8(51), 3181-3196. http://dx.doi.org/10.29228/ASRJOURNAL.70953
  • Evci, B., Evci, A., Arısan, G., & Gerçek, A. (2024). Teacher employment models: Paid teaching. National Education Journal, 4(1), 286-296.
  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
  • Gökşen, O. (2019). A qualitative study on the problems faced by paid teachers (Master's thesis, Kırşehir Ahi Evran University).
  • Grissom, J. A., Loeb, S., & Mitani, H. (2015). Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773–793. https://doi.org/10.1108/JEA-09-2014-0100
  • Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151–182. https://doi.org/10.1080/713698714
  • Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons.
  • Karadeniz, Y., & Demir, S. B. (2010). Evaluation of the contracted teaching practice. Ondokuz Mayıs University Faculty of Education Journal, 29(2), 55-77.
  • Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
  • Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89. https://doi.org/10.1016/1053-4822(91)90011-Z
  • Ministry of National Education administrators and teachers' decision regarding lesson and additional lesson hours. Retrieved from http://mevzuat.meb.gov.tr/html/26378_0.html, Download date: 11.04.2013.
  • OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD Publishing. https://doi.org/10.1787/9789264018044-en
  • Öğülmüş, K. (2012). Problems faced by paid teachers while performing their duties and the evaluation of paid teaching practices by school administrators (Unpublished master's thesis). Gaziosmanpaşa University Institute of Social Sciences, Tokat.
  • Öğülmüş, K., Yıldırım, N., & Aslan, G. (2013). Problems faced by paid teachers while performing their duties and the evaluation of paid teaching practices by school administrators. İlköğretim Online, 12(4), 1086-1099.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. https://doi.org/10.1037/10314-000
  • Polat, S. (2013). A qualitative study on the problems created by paid teacher employment. Mehmet Akif Ersoy University Faculty of Education Journal, 28, 67-88.
  • Sarıbaş, M., Akça, D., & Meydan, A. (2020). Professional commitment of paid teachers. New Approaches in Education Journal, 3(2), 52-72.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Sünbül, A. M. (2011). Teaching principles and methods. Education Publishing.
  • Tokmak, A., Ginesar, Ö., & Kara, İ. (2023). The views of paid social studies teachers and social studies teacher candidates on paid teaching. Anatolian Journal of Educational Leadership & Instruction/Anadolu Eğitim Liderliği ve Öğretim Dergisi, 11(1).
  • Tuncer, M. (2012). Evaluation of the employment of unassigned teachers in Turkey based on the views of teachers employed without assignment. Gaziantep University Journal of Social Sciences, 11(3), 797-818.
  • Turhan, M. (2011). Views of school administrators and teachers working in primary schools on paid teaching. Education Sciences, 6(2), 1775-1785.
  • World Commission on Environment and Development (WCED). (1987). Our Common Future (Brundtland Report). Oxford: Oxford University Press.
  • Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS applied scientific research methods. Ankara: Detay Publishing.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods. Ankara: Seçkin Publishing.

An Evaluation of the Paid Teaching Policy from the Perspective Of Administrators

Year 2025, Issue: 58, 1 - 11, 08.09.2025
https://doi.org/10.33418/education.1537073

Abstract

This article provides an in-depth examination of the effects of the employment of paid teachers on the education system, categorizing these effects into five main areas: school administrators, tenured teachers, students, parents, and differences arising from employment policies. The primary aim of the research is to evaluate the paid teaching policy from the perspective of administrators, focusing on its negative impact on school management and the quality of education. The study involved semi-structured interviews with 9 school principals and 9 vice principals. During the interviews, administrators were asked five key questions, and their responses were analyzed using descriptive analysis. The results indicate that the majority of administrators hold a negative view of the paid teaching policy. They expressed that paid teachers face significant challenges in the educational process due to a lack of subject knowledge and pedagogical training. Furthermore, these teachers often do not feel job security or continuity, leading them to perceive themselves as temporary and distinct from tenured teachers. This perception makes it difficult for them to adapt to the school culture and classroom environment, thereby hindering their ability to effectively deliver course content. Overall, administrators emphasized that the paid teaching policy fails to ensure sustainability and quality in education, arguing that it should be discontinued.

References

  • 657 numbered Civil Servants Law. 23.07.1965, date and 657 SK. Retrieved from http://www.mevzuat.meb.gov.tr/html/388.html, Download date: 15.04.2013.
  • Arslan, H., Sabah, S., & Göksu, M. Z. (2006). Research on the productivity of paid teachers working in primary schools. Eurasian Journal of Educational Research (EJER), (24).
  • Ayna, Y., & Deniz, L. (2022). Paid teaching: A metaphor study. Necmettin Erbakan University Ereğli Faculty of Education Journal, 4(1), 53-71.
  • Bayram, G. (2009). Employment differences of teachers and the problems they create: A study based on the views of paid and contracted teachers working in Ankara (Unpublished master's thesis). Ankara University Institute of Educational Sciences, Ankara.
  • Berger, P. L., & Luckmann, T. (1966). The Social Construction of Reality: A Treatise in the Sociology of Knowledge. New York: Anchor Books.
  • Cebiroğlu, K., Kılınçaslan, N., Çetin, K., & Apaka, N. (2023). A qualitative study on the relationships of paid teachers with permanent teachers and school administrators. Balkan & Near Eastern Journal of Social Sciences (BNEJSS), 9(3).
  • Çelik, A., & Bayar, K. (2021). Problems faced by paid teachers and their solutions. Academic Social Resources Journal, 5(16), 361-371.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage Publishers.
  • Demir Yıldız, C. (2020). Good school-bad school: Evaluation of paid teachers' views in terms of effective schools. International Social Sciences Studies Journal, (e-ISSN: 2587-1587), 6(65), 2815-2827.
  • Doğan, S., Demir, S. B., & Turan, N. (2013). Evaluation of the practice of paid teaching. Turkish Studies, 8(12), 371-390. Ekiz, D. (2009). Scientific research methods. Ankara: Anı Publishing.
  • Emmer, E. T., & Evertson, C. M. (2016). Classroom Management for Middle and High School Teachers (10th ed.). Boston: Pearson.
  • Ergüven, D. A. (2019). Investigation of the professional competencies of non-specialized teachers working in the field of special education (Unpublished master's thesis). Necmettin Erbakan University Institute of Educational Sciences, Konya.
  • Erol, M., & Merze, O. (2023). Paid teaching practice in special education schools and the reflections of this practice on education: Views of school administrators. International Academic Social Resources Journal, (e-ISSN: 2636-7637), 8(51), 3181-3196. http://dx.doi.org/10.29228/ASRJOURNAL.70953
  • Evci, B., Evci, A., Arısan, G., & Gerçek, A. (2024). Teacher employment models: Paid teaching. National Education Journal, 4(1), 286-296.
  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
  • Gökşen, O. (2019). A qualitative study on the problems faced by paid teachers (Master's thesis, Kırşehir Ahi Evran University).
  • Grissom, J. A., Loeb, S., & Mitani, H. (2015). Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773–793. https://doi.org/10.1108/JEA-09-2014-0100
  • Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151–182. https://doi.org/10.1080/713698714
  • Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons.
  • Karadeniz, Y., & Demir, S. B. (2010). Evaluation of the contracted teaching practice. Ondokuz Mayıs University Faculty of Education Journal, 29(2), 55-77.
  • Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
  • Meyer, J. P., & Allen, N. J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89. https://doi.org/10.1016/1053-4822(91)90011-Z
  • Ministry of National Education administrators and teachers' decision regarding lesson and additional lesson hours. Retrieved from http://mevzuat.meb.gov.tr/html/26378_0.html, Download date: 11.04.2013.
  • OECD. (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD Publishing. https://doi.org/10.1787/9789264018044-en
  • Öğülmüş, K. (2012). Problems faced by paid teachers while performing their duties and the evaluation of paid teaching practices by school administrators (Unpublished master's thesis). Gaziosmanpaşa University Institute of Social Sciences, Tokat.
  • Öğülmüş, K., Yıldırım, N., & Aslan, G. (2013). Problems faced by paid teachers while performing their duties and the evaluation of paid teaching practices by school administrators. İlköğretim Online, 12(4), 1086-1099.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. https://doi.org/10.1037/10314-000
  • Polat, S. (2013). A qualitative study on the problems created by paid teacher employment. Mehmet Akif Ersoy University Faculty of Education Journal, 28, 67-88.
  • Sarıbaş, M., Akça, D., & Meydan, A. (2020). Professional commitment of paid teachers. New Approaches in Education Journal, 3(2), 52-72.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
  • Sünbül, A. M. (2011). Teaching principles and methods. Education Publishing.
  • Tokmak, A., Ginesar, Ö., & Kara, İ. (2023). The views of paid social studies teachers and social studies teacher candidates on paid teaching. Anatolian Journal of Educational Leadership & Instruction/Anadolu Eğitim Liderliği ve Öğretim Dergisi, 11(1).
  • Tuncer, M. (2012). Evaluation of the employment of unassigned teachers in Turkey based on the views of teachers employed without assignment. Gaziantep University Journal of Social Sciences, 11(3), 797-818.
  • Turhan, M. (2011). Views of school administrators and teachers working in primary schools on paid teaching. Education Sciences, 6(2), 1775-1785.
  • World Commission on Environment and Development (WCED). (1987). Our Common Future (Brundtland Report). Oxford: Oxford University Press.
  • Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS applied scientific research methods. Ankara: Detay Publishing.
  • Yıldırım, A., & Şimşek, H. (2008). Qualitative research methods. Ankara: Seçkin Publishing.
There are 37 citations in total.

Details

Primary Language English
Subjects Education Management
Journal Section Research Articles
Authors

Dilara Varna Ateş 0009-0007-8659-7715

Canan Demir Yıldız 0000-0002-5905-9344

Early Pub Date August 31, 2025
Publication Date September 8, 2025
Submission Date August 23, 2024
Acceptance Date June 1, 2025
Published in Issue Year 2025 Issue: 58

Cite

APA Varna Ateş, D., & Demir Yıldız, C. (2025). An Evaluation of the Paid Teaching Policy from the Perspective Of Administrators. Educational Academic Research(58), 1-11. https://doi.org/10.33418/education.1537073

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