eujef Erzincan Üniversitesi Eğitim Fakültesi Dergisi 2148-7758 2148-7510 Erzincan Binali Yıldırım Üniversitesi 10.17556/erziefd.1680272 Teacher Education and Professional Development of Educators Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi Beyond the Degree: Why ELT Graduates Do Not Pursue Teaching Careers Diplomanın Ötesinde: İngilizce Öğretmenliği Mezunları Neden Öğretmenlik Kariyerine Yönelmiyor? https://orcid.org/0000-0002-5229-8211 Gökten Bayrak Özge 03 21 2026 28 2026 1 11 04 21 2025 02 09 2026 Copyright © 1999, Erzincan Üniversitesi Eğitim Fakültesi Dergisi 1999 Erzincan Üniversitesi Eğitim Fakültesi Dergisi

This multiple case study explores why English Language Teaching (ELT) graduates in Türkiye, despite completing teacher education programs, chose not to pursue the teaching profession. Drawing on the Factors Influencing Teaching Choice (FIT-Choice) framework, the research investigates how personal motivations, experiences within teacher education programs, and personality traits interact with broader systemic and labor market factors to shape career decisions. Nine participants, accessed through snowball sampling, were categorized into three groups: anti-teaching, undecided, and pro-teaching, based on their initial commitment toward the profession. Data were collected via semi-structured interviews and analyzed through content analysis. Findings indicated that although many participants expressed strong motivations and self-efficacy beliefs, their decisions were influenced by concerns about job insecurity, inadequate salaries, lack of autonomy, and a mismatch between their expectations and the realities of teaching. The study highlights the importance of addressing both individual and structural factors that discourage graduates from pursuing teaching. It offers insights for teacher education programs and policy-makers working to enhance teacher recruitment and retention strategies.

Bu çoklu durum çalışması, Türkiye’de İngilizce Öğretmenliği (ELT) programlarını tamamlamış olmalarına rağmen öğretmenlik mesleğine girmemeyi tercih eden mezunların gerekçelerini incelemektedir. “Öğretmenlik Mesleğini Tercih Etme Nedenleri” (FIT-Choice) kuramsal çerçevesinden yararlanılarak, kişisel motivasyonlar, öğretmen yetiştirme programlarındaki deneyimler ve kişilik özelliklerinin, daha geniş sistemsel ve iş gücü piyasasına ilişkin etkenlerle nasıl etkileşim içinde kariyer kararlarını şekillendirdiği araştırılmıştır. Kartopu örneklem yoluyla ulaşılan dokuz katılımcı, öğretmenlik mesleğine yönelik başlangıçtaki bağlılık düzeylerine göre üç gruba ayrılmıştır: mesleğe uzak duranlar, kararsızlık yaşayanlar ve öğretmenlik yapmayı düşünenler. Veriler, yarı yapılandırılmış görüşmeler yoluyla toplanmış ve içerik analizi yöntemiyle çözümlenmiştir. Bulgular, birçok katılımcının yüksek motivasyona ve öğretme becerilerine dair yüksek öz yeterlik inançlarına sahip olmalarına rağmen, iş güvencesi eksikliği, yetersiz maaşlar, mesleki özerklik eksikliği ve öğretmenliğe dair beklentiler ile gerçekler arasındaki uyumsuzluk gibi faktörlerin kararlarını etkilediğini ortaya koymuştur. Çalışma, mezunların öğretmenliği tercih etmeme nedenlerinin hem bireysel hem de yapısal boyutlarının dikkate alınması gerektiğini vurgulamakta; öğretmen yetiştirme programları ve eğitim politikaları için öğretmen temini ve meslekte kalıcılığı güçlendirmeye yönelik önemli çıkarımlar sunmaktadır.

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