Özet:

This research aims to determine the opinions of teachers about the Teaching Profession Law. In the research, case study design, one of the qualitative research methods, was used. The research group was determined by criterion sampling, one of the purposeful sampling methods. The research was conducted with 25 teachers. The data of the study was collected through a semi-structured interview form with open-ended questions prepared by the researchers. The data obtained was subjected to content analysis. The findings obtained from the research show that teachers perceive the content of the vocational law as insufficient, particularly emphasizing the need for regulation in areas such as examination practices, years of service, and postgraduate education. Other findings obtained from the research indicate that the separation of teaching into career stages by the relevant law may impact parents' perspectives on teachers for a significant portion of educators. Furthermore, it is noted that these career stages lack the qualifications to support 21st-century teacher knowledge and skills. Additionally, a considerable number of teachers expressed a negative opinion about the division of teaching into career stages. Other findings obtained from the research are that the separation of teaching into career stages by the relevant law for a significant portion of teachers may affect the parents' perspective on teachers, that the career stages do not have the qualifications to support 21st century teacher knowledge, skills.

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