Abstract:

Teachers are a guide that teaches us who we are, reveals the values we make. Many teachers start their professions with the aim of fulfilling their obligations and responsibilities without knowing that they are mandatory. In this context, this research was carried out to determine the perceptions of teachers working in different stages (power school, primary school, secondary school and high school) about what their duties and responsibilities should be. This study is important to ensure that teachers are able to identify in school and not experience trouble in feeding positive emotions towards their professions, taking into account that the negative elements that teachers face may be related to the quality problems experienced in education, and to contribute to the creation of policies relating to the implementation of arrangements that will lead to the development of positive emotions. Examples relating to the universe are determined by a simple non-selective sample method. The example 2019-2020 educational year consists of 25 teachers in Adana, Ankara, Iğdır, Van, Bursa, Primary School, High School and High School. The study was conducted in the model of the study of the quality research methods (fenomenology). A semi-configured interview form was created in the framework of the research purpose to obtain information from the teachers who form the work group. In the study, teachers expressed their most concerns about these tasks, indicating that among the tasks they feel most responsible are "the duty of the council" and "the tasks given by the administration". This has shown that teachers have a negative impact on their performance in the teaching process.

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