Abstract:

With the release of Teaching Profession Law on February 14, 2022, the debates on career ladders in teaching has initiated heated debates once again. New research has already begun to investigate the matter. Similarly, this research was carried out in order to determine the perceptions of public-school administrators and teachers on the creation of teacher career ladders and to find solutions to possible problems that may arise due to this practice. The current study was carried out following the principals of qualitative research method. The participants were determined through typical sampling technique, one of the purposeful sampling methods. The study group consists of a total of ten participants, five school administrators and five teachers, working in public schools. All the schools were affiliated to the Ministry of National Education in the province of Amasya in the 2022-2023 academic year. For interviews, a semi-structured interview form created. Through face-to-face interviews, we tried to determine the views of school administrators and teachers on the creation of new career stages for teachers. To ensure trustworthiness, we utilized participant confirmation. As a result of the research, it was found that most of the administrators had a positive view for creating career ladders while most of the teachers had a negative view. Most of the administrators and teachers believed that heavy reliance on a standard exam to evaluate teachers is a problematic aspect of the current implication and they suggested that the evaluation criteria are diversified. Almost all the participants stated that they began to the process only for its monetary gains, and they believed that policy would not yield any positive outcomes for the improvement of our education system.

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