Özet:

The aim of this research is to identify the factors affecting teachers’ cultural capital and develop suggestions to improve teachers’ cultural capital capacity. The problem phrase of this study is "What are the factors affecting the cultural capital of teachers?" It creates. This study is believed to be important because teachers identify the factors affecting their cultural capital, develop suggestions to increase cultural capital and are one of the studies that link cultural capital to education. The research work group consists of 29 teachers selected through easy accessibility who are working in the secondary schools in the center of the province of Gaziantep in the 2015-2016 educational year. The design of the research is the "situate study" of the quality research patterns. In the collection of research data, a semi-configured interview technique was used from the quality research methods. The data obtained is subject to the content analysis method. The study found that the activities that teachers do to increase their cultural capital include activities such as going to the cinema, participating in trips, going to the theatre and participating in various courses, reading scientific content publications, regular reading books, regular reading newspapers, engaging in historical and cultural events. According to another conclusion, the motivators to encourage teachers to participate in cultural activities are personal, professional and environmental factors. It has been determined that family-based factors, professional factors, personal factors have a negative impact on the cultural capital of teachers. The result is that teachers with a high level of family education and a high socio-economic level have a positive impact on cultural capital accumulations; teachers who live in many brotherly, low-developed geographical areas and are the first children of the family have a negative impact on their cultural capital due to the characteristics of the family environment they raise up. According to the research results; service training was not effective for increasing their cultural capital due to reasons such as the loss of time by the vast majority of teachers, the lack of developers, the lack of content, the lack of academic work; it was effective because it was offered by only 1 teacher the opportunity to research.

Anahtar Kelimeler: