Neoliberal Zamanlarda Öğretmenlik: Türkiye'deki Temel Liselerde Öğretmen Seslerinin Çözümlemesi

Öz

Teaching in Neoliberal Times: Unraveling Teacher Voices at Basic High Schools in Türkiye

Abstract

This paper seeks to contextualize the profound impact of neoliberal policies on the teaching profession. Employing an intrinsic case study design, our investigation delves into the intricate dynamics experienced by educators in five different Basic High Schools (BHS) located in Ankara, Türkiye. A comprehensive understanding emerges through in-depth semi-structured interviews conducted with 21 teachers and three school counselors working at BHS. The interviews were complemented with observations of various processes at the selected research sites. The study uncovers a predominant focus in these institutions, where the core of teacher responsibilities revolved around preparing students for university entrance examinations, predominantly emphasizing the cultivation of test-taking skills. Despite this primary objective, BHS teachers had to implement the national formal curricula, resulting in extended working hours and responsibility overload. Paradoxically, these educators find themselves in a predicament of being inadequately compensated and grappling with issues related to employment rights. Our analysis draws attention to the critical implications of these challenges, collectively constraining teacher autonomy and eroding their professional competence. Furthermore, these conditions divert educators from their inherent roles as critical educators. In essence, the convergence of extensive workload, insufficient remuneration, and problems regarding employee rights cause the deskilling of teachers and hinder BHS teachers’ ability to fulfill their vital roles as transformative and reflective educators.

Keywords

• deskilling of teachers
• education privatization
• high-stakes testing
• private schools
• teachers
• working conditions

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