The Status of Teaching Profession from Teachers’ Points of View
| dc.contributor.author | Kahraman, Ümit | |
| dc.contributor.author | Çelik, Osman Tayyar | |
| dc.date.accessioned | 2024-08-04T19:53:12Z | |
| dc.date.available | 2024-08-04T19:53:12Z | |
| dc.date.issued | 2020 | |
| dc.department | İnönü Üniversitesi | en_US |
| dc.description.abstract | In this research, it was aimed to determine teachers’ perceptions about their professional status. The qualitative research method was used in the study. The study group consisted of 24 teachers determined by maximum diversity sampling among purposeful sampling methods. The research data werecollected using a semi-structured interview form. Collected data were analyzed using the content analysis technique. According to the results of the research, teachers evaluate the concept of professional status in the context of social and economic conditions. Teachers have the idea that the factorsthat affect the status of a profession are personal rights, admission requirements, autonomy, and the private lives of professionals. Although the teachers’ perceptions about the respectability of the profession are positive, their perceptions about the status of the profession are negative. It was deter-mined that teachers think that the status of the profession has changed negatively with the changes in society, politics and teacher context from past to present. In addition, according to teachers’ opinions, it was determined that parents’ and students’ behaviors towards teachers, professional, organizati-onal and personal factors, teacher education and appointment system, socio-economic conditions and social perception affect the status of the teaching profession. Teachers believe that improving professional professionalism and improving social and economic rights and social perception of the profession will increase the status of the profession. In line with the results, suggestions have been made in the context of professional, social and economic rights in order to raise the status of the teaching profession. | en_US |
| dc.identifier.doi | 10.14527/kuey.2020.012. | |
| dc.identifier.endpage | 564 | en_US |
| dc.identifier.issn | 1300-4832 | |
| dc.identifier.issn | 2148-2403 | |
| dc.identifier.issue | 3 | en_US |
| dc.identifier.startpage | 519 | en_US |
| dc.identifier.trdizinid | 414655 | en_US |
| dc.identifier.uri | https://doi.org/10.14527/kuey.2020.012. | |
| dc.identifier.uri | https://search.trdizin.gov.tr/yayin/detay/414655 | |
| dc.identifier.uri | https://hdl.handle.net/11616/89567 | |
| dc.identifier.volume | 26 | en_US |
| dc.indekslendigikaynak | TR-Dizin | en_US |
| dc.language.iso | en | en_US |
| dc.relation.ispartof | Kuram ve Uygulamada Eğitim Yönetimi | en_US |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.title | The Status of Teaching Profession from Teachers’ Points of View | en_US |
| dc.type | Article | en_US |
