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Bu araştırmanın amacı öğretmenlerin kendini işe verememe nedenlerine ilişkin öğretmen görüşlerinin belirlenmesidir. Araştırma nitel bir çalışma olup olgubilim deseninde gerçekleştirilmiştir. 2019-2020 Eğitim Öğretim Yılında Kahramanmaraş il merkezinde farklı kademelerde görev yapan 34 öğretmen araştırma örneklemi olarak belirlenmiş, görüşme yoluyla katılımcılardan elde edilen veriler içerik analize tabi tutulmuştur. Araştırma sonucunda öğretmenlerin kendini işe verememelerine kaynaklık eden nedenlerin 9 tema altında toplandığı, bu temaların ise mesleki bağlılık ve mesleki tutumla ilgili nedenler ailevi nedenler içinde bulunulan ekonomik durum ve mesleğin gelir düzeyi ile ilgili nedenler ülkedeki siyasal/politik gelişmelerle ilgili nedenler görev yapılan yerin sosyokültürel ve sosyoekonomik özellikleriyle ilgili nedenler toplumun eğitime/öğretmene bakışıyla ilgili nedenler sosyal medya ve diğer iletişim araçlarındaki yayınlarla ilgili nedenler okul paydaşlarıyla (merkez ve taşra yönetimi, okul idarecileri, kurum öğretmenleri, öğrenciler, veliler ve diğer personel) ilgili nedenler olduğu ortaya çıkmıştır. Temalar altında yer alan nedenlerin detaylı bir biçimde içerisinde sunulduğu bu araştırmanın son kısmında ise uygulayıcılara ve araştırmacılara dönük öneriler getirilmiştir.
The purpose of this research is to determine the teachers’ opinions about the reasons why teachers are unable to hire themselves. The research was conducted in a quality study and was conducted in an event model. In the 2019-2020 Education Teaching Year, 34 teachers who work in different stages in the Kahramanmaraş province center were identified as a research sample, the data obtained from the participants through the interview was subject to content analysis. The study found that the reasons for teachers being unable to hire themselves were gathered under 9 topics, and these topics were related to professional commitment and professional attitude; family reasons; economic situation and income levels of the profession; political/political developments in the country; social-cultural and socio-economic characteristics of the place in which the job was held; social/learning views of the society; social media and other communication media publications; school stakeholders (centre and school management, school administrators, institutions, teachers, students, and other staff) related reasons. In the last part of this study, the reasons under the topics are presented in a detail, and recommendations are brought to the practitioners and researchers.
This research attempts to determine teachers’ views regarding the reasons for teachers' failure in work engagement. Having a qualitative research design, the research utilized a phenomenological design. The research sample consisted of 34 teachers working at different levels in the city centre of Kahramanmaraş during 2019-2020 academic year. The data were obtained through interviews and content analysis was used during data analysis. The research findings revealed that the reasons causing the teachers' failure in work engagement were gathered under 9 themes. These were identified as the reasons related to occupational commitment and occupational attitude; family-related reasons; the reasons related to the current economic situation and income level of the occupation; the reasons related to the political developments in the country; the reasons related to the sociocultural and socioeconomic characteristics of the place where teachers work; the reasons related to the society’s view towards education / teacher; reasons related to the news in social media and other communication tools; reasons related to school stakeholders (central and provincial management, school administrators, teachers, students, parents and other staff). Based upon the findings, various recommendations were provided for practitioners and researchers.
Alan : Eğitim Bilimleri; Filoloji; İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Ulusal
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