Examining the Opinions of Expert Teachers on the Application of Teaching Career Stage within the Framework of General Competencies of Teaching Profession

Yıl 2025, Cilt: 33 Sayı: 4, 782 - 802, 11.10.2025

Sevgi Yener , Süleyman Nihat Şad

https://doi.org/10.24106/kefdergi.1795813

Öz

Purpose: This research aims to examine the application of the teaching career ladder within the framework of General Competencies for the Teaching Profession; in terms of the quality of the trainings received before the exam, the characteristics measured by the exam and its contribution to professional development, in line with the opinions of expert teachers.
Design/Methodology/Approach: A total of 550 teachers who took the expert teacher exam in Konya Selçuklu district and received the title of expert teacher participated in the research, selected through cluster and criterion sampling for the quantitative phase and maximum diversity sampling for the qualitative phase. In the research designed according to the convergent parallel mixed design, quantitative data were collected with 3 scales developed by the researcher, and qualitative data were collected with a semi-structured interview form. Quantitative data were analyzed with Mann Whitney U, Kruskal Wallis, One-Way ANOVA and Spearman Correlation analyses using the SPSS 25 program; qualitative data were analyzed with NVivo 12 Plus.
Findings: While a significant difference was found between the gender variable and teacher opinions in the quantitative findings, no significant relationship was found between the branch variable and teacher opinions. There was no significant relationship between the exam score and seniority variables and teacher opinions. In the qualitative findings, themes related to the effects of education content, exams and titles were determined.
Highlights: It was concluded that the application of teaching career steps did not meet the expectations on professional competencies and that a more objective, performance-based evaluation system was needed.

Anahtar Kelimeler

Teaching Career Steps , Expert Teaching Career Steps , Expert Teaching , General Competencies Of The Teaching Profession

Uzman Öğretmenlerin Öğretmenlik Kariyer Basamağı Uygulamasına İlişkin Görüşlerinin Öğretmenlik Mesleği Genel Yeterlikleri Çerçevesinde İncelenmesi

Öz

Çalışmanın amacı: Bu araştırma, Öğretmenlik Mesleği Genel Yeterlikleri çerçevesinde öğretmenlik kariyer basamağı uygulamasını; sınav öncesinde alınan eğitimlerin niteliği, yapılan sınavın ölçtüğü özellikler ve mesleki gelişime katkısı bakımından uzman öğretmenlerin görüşleri doğrultusunda incelemeyi amaçlamaktadır.
Materyal ve Yöntem: Araştırmaya Konya Selçuklu ilçesinde uzman öğretmenlik sınavına girerek uzman öğretmen unvanı alan öğretmenler arasından nicel aşama için küme ve ölçüt örnekleme, nitel aşama için maksimum çeşitlilik örneklemesi ile seçilen toplam 550 öğretmen katılmıştır. Yakınsayan paralel karma desene göre tasarlanan araştırmada nicel veriler araştırmacı tarafından geliştirilen 3 ölçekle, nitel veriler ise yarı yapılandırılmış görüşme formuyla toplanmıştır. Nicel veriler SPSS 25 programı kullanılarak Mann Whitney U, Kruskal Wallis, Tek Yönlü ANOVA ve Spearman Korelasyon analizleriyle; nitel veriler ise NVivo 12 Plus ile analiz edilmiştir.
Bulgular: Nicel bulgularda cinsiyet değişkeni ile öğretmen görüşleri arasında anlamlı fark bulunurken, branş değişkeni ile bulunamamıştır. Sınav puanı ve kıdem değişkenleri ile öğretmen görüşleri arasında anlamlı ilişki yoktur. Nitel bulgularda eğitim içerikleri, sınav ve unvanın etkilerine ilişkin temalar belirlenmiştir.
Önemli Vurgular: Öğretmenlik kariyer basamakları uygulamasının mesleki yeterlikler üzerine beklentileri karşılamadığı ve daha objektif, performansa dayalı bir değerlendirme sistemine ihtiyaç duyulduğu sonucuna varılmıştır.

Anahtar Kelimeler

Öğretmenlik Kariyer Basamakları , Uzman Öğretmenlik Kariyer Basamağı , Uzman Öğretmenlik , Öğretmenlik Mesleği Genel Yeterlikleri

Kaynakça

• Avcı, A. and Kayıran, D. (2023). Evaluation of Specialist Teacher Training Program within the Framework of General Competencies of Teaching Profession. Journal of Interdisciplinary Educational Research, 7 (14) , 1-11.https://doi.org/10.57135/jier.1229524
• Bakırcı, H., Özkan, Y. and Özdemir, C. (2023). Opinions of Classroom Teachers about the Teaching Profession Law. e-Journal of International Educational Research, 14(4), 325-343. https://doi.org/10.19160/e-ijer.1302529
• Bakioğlu, A. and Banoğlu, K. (2013). Investigation of Teachers' Views on the Application of Career Steps in Teaching Using Metaphors and Social Network Analysis. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 37(37), 28-55.
• Berry, B. and Eckert, J. (2012). Creating teacher incentives for school excellence and equity. National Education Policy Center, 1-21.https://nepc.colorado.edu/publication/creating-teacher-incentives
• Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2020). Chapter 4: probability, standard normal distribution, and standard scores. In Ş. Türlüdür & M. Çetin (Eds.), Statistics for social sciences (pp. 53-71). Pegem Academy.
• Büyüköztürk, Ş. (2020). Some statistics used in validity and reliability analyses. In Ş. Türlüdür & M. Çetin (Eds.), Data analysis handbook for social sciences; statistics, research design, spss applications and interpretation. (pp. 179-194). Pegem Academy
• Büyüköztürk, Ş. (2020). Multivariate statistics. In Ş. Türlüdür & M. Çetin (Eds.), Data analysis handbook for social sciences; statistics, research design, spss applications and interpretation. (pp. 133-154). Pegem Academy.
• Can, A. (2020). Determining the structural properties of a measurement tool. In Ö. Yüksek (Ed.), Quantitative data analysis in the scientific research process (pp. 319-337). Pegem Academy.
• Can, A. (2022). Quantitative data analysis in scientific research process with SPSS. Ankara: Pegem.
• Cassell, C. ,Buehring, A., Symon, G., Johnson, P. & Bishop, V. (2005).Qualitative management research: a thematic analysis of interviews with stakeholders in the field. Report to ESRC, 1-82.
• Cındık, H., & Akyüz, C. (1998). The structure, problems, and solution proposals of small and medium-sized forest products industry enterprises in the province of Trabzon. Turkish Journal of Agriculture and Forestry, 22(1), 7–11.
• Constitutional Court, 27173 (Constitutional Court March 18, 2009).https://normkararlarbilgibankasi.anayasa.gov.tr/Dosyalar/Kararlar/KararPDF/2008-107-nrm.pdf
• Crehan, L. (2016). Chapter 2. Approaches Using Incentives. In L. Producti̇on (Ed.), Exploring the impact of career models on teacher motivation (p. 40-41). International Institute For Educational Planning.
• Creswell, J. W. and Clark, V. L. P. (2018). Chapter 3, core mixed methods designs. In H. Salmon (Ed.), Designing and conducting mixed methods research (pp. 120-128). Sage Publications.
• Çın, H. (2014). Evaluation of Science Teachers' Level of Having General Competencies for Teaching Profession (Personal and Professional Values-Professional Development Competencies) - Diyarbakır Province Example [Master's Thesis]. Kahramanmaraş Sütçü İmam University.
• Çobanoğlu, F. and İlkin, A. (2023). Teachers' Views on the Renewed Career Steps Application. IBAD Journal of Social Sciences, (14), 155-173.https://doi.org/10.21733/ibad.1213828
• Doğan, İ. (2016). Education as a social institution. In D. Kestek (Ed.), Sociology concepts and problems (pp. 228-230). Pegem.
• Field, A. (2009). Discovering Statistics Using SPSS: Third Edition. London: SAGE Publications, https://www.researchgate.net, (08.08.2024)
• Kaplan, I. and Gulcan, M. G. (2020). Examining the views on the formation of teacher career steps: mixed method. Gazi Educational Sciences Journal (GEBD), 6(3), 380-406.https://doi.org/: 10.30855/gjes.2020.06.03.007
• Karagözoğlu, G. (2003). A general view of our teacher training policy in our education system, reflections in education. VII. Symposium on Teacher Training in Contemporary Education Systems, Cumhuriyet University Culture Center, (pp. 10-12). Sivas.
• Kaya, A. (2015). Estimation models in adaptive cluster sampling. Adıyaman University Journal of Science, 2(2), 105-119.
• Kurt, M. (2007). The Meanings Attributed to the Teaching Career Steps Application by Teachers and Administrators [Unpublished Master's Thesis]. Nigde University.
• Marshall, C. and Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage.
• Ministry of Education (2005). ORegulation on promotion in teaching career ladder. https://www.resmigazete.gov.tr/eskiler/2005/08/20050813-2.htm
• Ministry of Education (2006).General Competencies for the Teaching Profession. https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/13161921_YYretmenlik_MesleYi_Genel__YETERLYKLERi_onaylanan.pdf
• Ministry of Education (2017).General Competencies for the Teaching Profession. https://oygm.meb.gov.tr/dosyalar/StPrg/Ogretmenlik_Meslegi_Genel_Yeterlikleri.pdf
• Ministry of National Education (2022). Teaching Profession Law.https://www.resmigazete.gov.tr/eskiler/2022/02/20220214-1.htm
• Ministry of National Education, (2024). Schools and other institutions. Ministry of National Education.https://www.meb.gov.tr/baglantilar/okullar/index.php?ILKODU=42&ILCEKODU=1
• Pınar, MA and Dönel Akgül, G. (2023). Views of science teachers on the career promotion system in teaching. International Journal of Social Sciences and Education Research, 9(1), 36-47.https://doi.org/10.24289/ijsser.1181614
• Rasberry, M. R. (2022). The dynamics that exist among teacher preparation programs, student achievement, and teacher performance [Unpublished doctoral thesis]. University Of Houston.
• Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
• Tosun, İ. and Yengi̇n Sarpkaya, P. (2014). Teachers' views on career stages. Turkish Studies (Electronic), 9(5), 1971-1985.http://dx.doi.org/10.7827/TurkishStudies.6713
• Tuğluk, MN and Kürtmen, S. (2018). Teacher competencies in Türkiye. Adıyaman University Journal of Social Sciences Institute, 10(30), 810-841.https://doi.org/10.14520/adyusbd.480236
• Tutar, H. (2022). Validity and reliability in qualitative research: a model proposal. Anadolu University Journal of Social Sciences, 22(2), 117-140.
• Tutar, H. and Erdem, AT (2022). Sampling techniques. In Scientific research methods and spss applications with examples (pp. 241-277). Seçkin Publishing.
• Urfalı, P. (2008). Views of Teachers Working in Primary and Secondary Education Institutions on the Promotion System in Teaching Career Steps-Eskişehir Province Example [Master's Thesis]. Anadolu University.
• Üstüner, M. (2002). Scientific foundations of education. On education. E. Toprakçı (Ed.). Ankara: Ütopya Publishing House.
• Webb, MA (2016). The investigation of interns, teachers, and principals perceptions of preparedness in elementary education [Unpublished doctoral dissertation]. Auburn University.