Exploring the Teaching Profession Law: Perspectives from School Administrators and Teachers

Ahmet Şakir Yazıcı; İbrahim Çolak

Makale detayları

Exploring the Teaching Profession Law: Perspectives from School Administrators and Teachers

Yazarlar:

Ahmet Şakir Yazıcı | İbrahim Çolak

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1195-1219

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324694

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 This research aims to identify the views of school administrators and teachers on the Teaching Profession Law TPL numbered 7354, which was enacted in Türkiye in 2022. The research was designed in the case study model. The study group of the research includes a total of 22 participants, consisting of 10 school administrators and 12 teachers working in Muğla. A semi-structured interview form was used as the data collection tool in the study. The data of the research were collected through face-to-face interviews with the participants between April and June 2022. Four themes were revealed as a result of the examination of the data obtained from the interviews through content analysis. These themes were named as general views on the TPL, evaluation of the content of the TPL, topics that should be included in the TPL, and suggestions for the TPL. According to the research results, although the participants see the TPL as a must-have law, they think that it is a law that is inadequate in content, does not take enough stakeholder opinions, and focuses more on career stages. Participants thoroughly evaluated various provisions outlined in the TPL, such as regulations pertaining to career stages, financial matters, and candidate teachers. They predominantly expressed their opinions on the laws negative aspects rather than its positive attributes. According to the participants, the TPL should cover various issues, including personal rights, job description, appointment and relocation procedures, empowerment of teachers, matters about school administrators, protection of teachers against violence, disciplinary provisions, in-service training, and retirement. Finally, the participants suggestions for improving the TPL were presented. The restructuring of the TPL and potential future research areas were discussed in line with the findings of the study.

 This research aims to identify the views of school administrators and teachers on the Teaching Profession Law TPL numbered 7354, which was enacted in Türkiye in 2022. The research was designed in the case study model. The study group of the research includes a total of 22 participants, consisting of 10 school administrators and 12 teachers working in Muğla. A semi-structured interview form was used as the data collection tool in the study. The data of the research were collected through face-to-face interviews with the participants between April and June 2022. Four themes were revealed as a result of the examination of the data obtained from the interviews through content analysis. These themes were named as general views on the TPL, evaluation of the content of the TPL, topics that should be included in the TPL, and suggestions for the TPL. According to the research results, although the participants see the TPL as a must-have law, they think that it is a law that is inadequate in content, does not take enough stakeholder opinions, and focuses more on career stages. Participants thoroughly evaluated various provisions outlined in the TPL, such as regulations pertaining to career stages, financial matters, and candidate teachers. They predominantly expressed their opinions on the laws negative aspects rather than its positive attributes. According to the participants, the TPL should cover various issues, including personal rights, job description, appointment and relocation procedures, empowerment of teachers, matters about school administrators, protection of teachers against violence, disciplinary provisions, in-service training, and retirement. Finally, the participants suggestions for improving the TPL were presented. The restructuring of the TPL and potential future research areas were discussed in line with the findings of the study.

 This research aims to identify the views of school administrators and teachers on the Teaching Profession Law TPL numbered 7354, which was enacted in Türkiye in 2022. The research was designed in the case study model. The study group of the research includes a total of 22 participants, consisting of 10 school administrators and 12 teachers working in Muğla. A semi-structured interview form was used as the data collection tool in the study. The data of the research were collected through face-to-face interviews with the participants between April and June 2022. Four themes were revealed as a result of the examination of the data obtained from the interviews through content analysis. These themes were named as general views on the TPL, evaluation of the content of the TPL, topics that should be included in the TPL, and suggestions for the TPL. According to the research results, although the participants see the TPL as a must-have law, they think that it is a law that is inadequate in content, does not take enough stakeholder opinions, and focuses more on career stages. Participants thoroughly evaluated various provisions outlined in the TPL, such as regulations pertaining to career stages, financial matters, and candidate teachers. They predominantly expressed their opinions on the laws negative aspects rather than its positive attributes. According to the participants, the TPL should cover various issues, including personal rights, job description, appointment and relocation procedures, empowerment of teachers, matters about school administrators, protection of teachers against violence, disciplinary provisions, in-service training, and retirement. Finally, the participants suggestions for improving the TPL were presented. The restructuring of the TPL and potential future research areas were discussed in line with the findings of the study.

 Bu araştırmada, okul yöneticileri ve öğretmenlerin, Türkiyede 2022 yılında kabul edilen 7354 sayılı Öğretmenlik Meslek Kanununa ÖMK ilişkin görüşlerinin incelenmesi amaçlanmaktadır. Araştırma, durum çalışması modelinde desenlenmiştir. Araştırmanın çalışma grubunda, Muğla ilinde görev yapan 10 okul yöneticisi ve 12 öğretmenden oluşan toplam 22 katılımcı yer almaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın verileri, katılımcılarla yüz yüze görüşmeler gerçekleştirilerek Nisan-Haziran 2022 tarihleri arasında toplanmıştır. Görüşmelerden elde edilen verilerin içerik analizi yoluyla incelenmesi sonucunda dört temaya ulaşılmıştır. Bu temalar, ÖMKye ilişkin genel görüşler, ÖMKnin içeriğinin değerlendirilmesi, ÖMKye dahil edilmesi gereken konular ve ÖMK için öneriler olarak adlandırılmıştır. Araştırma sonuçlarına göre katılımcılar, ÖMKyi mutlaka olması gereken bir kanun olarak görmelerine rağmen içerik olarak yetersiz, paydaş görüşlerinin yeterince alınmadığı ve daha çok kariyer basamaklarına odaklanan bir kanun olduğunu düşünmektedirler. Katılımcılar, ÖMKnin içeriğine ilişkin kariyer basamakları düzenlemesi, mali düzenlemeler ve aday öğretmenlik uygulamalarını ayrıntılı bir şekilde değerlendirmiş ve kanunun içeriğinin olumlu yönlerinden çok olumsuz yönleri konusunda görüş bildirmişlerdir. Katılımcılara göre ÖMKye, özlük hakları, görev tanımı, atama ve yer değiştirme, öğretmenlerin güçlendirilmesi, okul yöneticileri, öğretmenlerin şiddete karşı korunması, disiplin hükümleri, hizmet içi eğitim ve emeklilik gibi konular dahil edilmelidir. Son olarak katılımcıların, ÖMKnin geliştirilmesine yönelik önerilerine yer verilmiştir. Araştırmanın sonuçları doğrultusunda, ÖMKnin tekrar nasıl düzenlenmesi gerektiği ve gelecekteki olası araştırma alanları tartışılmıştır.

Makale detayları

Exploring the Teaching Profession Law: Perspectives from School Administrators and Teachers

Yazarlar:

Ahmet Şakir Yazıcı | İbrahim Çolak

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1195-1219

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324694

pISSN:

1308-8971

Teaching Profession Law

Profession

Professionalism

Career stages

Teacher

School administratorÖğretmenlik Meslek Kanunu

Meslek

Profesyonellik

Kariyer basamakları

Öğretmen

Okul yöneticisi

Sayı

Makale detayları

Yazarlar: Ahmet Şakir Yazıcı | İbrahim Çolak

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1195-1219

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001324694

pISSN: 1308-8971

Sayı

Yazarlar:

Ahmet Şakir Yazıcı | İbrahim Çolak

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.15 Issue 2, pp.1195-1219

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001324694

pISSN:

1308-8971