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Bu çalışmanın amacı, Türkiye’de öğretmen kariyer basamaklarının oluşturulmasına ilişkin maarif müfettişleri, okul müdürleri ve öğretmenlerin görüşlerini belirlemektir. Kariyer basamaklarının oluşturulması, öğretmenin mesleki gelişiminde önemli gelişmeler sağlayabilecek bir katalizör olup olamayacağı bu araştırmada ortaya konulmaya çalışılmıştır. Öğretmen, okul yöneticileri ve maarif müfettişlerinin görüşlerine göre; “Kariyer basamaklarının oluşturulmasının öğretmenin mesleki gelişimine etkisi, kariyer basamaklarının ne şekilde oluşturulacağı, öğretmen kariyer basamaklarında yükselmede hangi kriterlerin kullanılması gerektiği, üst kariyer basamağındaki öğretmenden nasıl yararlanılabileceği” sorularına cevaplar aranmıştır. Araştırmada karma araştırma deseni kullanılmıştır. Araştırmada literatür taraması yapılarak nitel veri toplama aracı olan yarı yapılandırılmış görüşme formu hazırlanmıştır. Nitel veri toplama aracından ve literatür taramasından elde edilen verilerle nicel veri toplama aracı olan anket hazırlanmıştır. Araştırmada; öğretmen kariyer basamakları oluşturulması, öğretmenin mesleki gelişimine katkısının olacağı, öğretmenin içsel motivasyonuna katkı sunabileceği ortaya çıkmıştır. Kariyer basamaklarının yeniden tasarlanarak yasal alt yapısının oluşturulması, öğretmenin mesleki gelişimine katkı sunabileceği bulgularına ulaşılmıştır. Ayrıca öğretmen kariyer basamaklarında yükselmede “öğretmenin denetim ve değerlendirme sonuçları, merkezi sınav sonuçları, yüksek lisans ve doktora yapması, aldığı ödül ve cezaları, teknik, sosyal, kültürel ve sportif becerileri, yayınları (kitap, makale), kıdem ve çalıştığı yer, hazırladığı projeleri, katıldığı hizmet içi eğitim kursları, yabancı dil bilmesi” şeklinde kriterler kullanılabilir. Kariyer basamakları “aday öğretmen, öğretmen, uzman öğretmen ve başöğretmen” şeklinde kademelendirilebilir.
The aim of this study is to identify the views of teachers, school managers and teachers on the creation of teachers' career stages in Turkey. The creation of career stages has been attempted to find out in this study whether it can be a catalyst that can provide significant advances in the professional development of the teacher. According to the opinions of the teacher, school managers and inspectors, "the impact of the creation of career stages on the professional development of the teacher, how the career stages will be created, what criteria should be used in the ascension of the teacher's career stages, how the teacher in the upper career stages can be benefited." Karma research has been used. The research has prepared a semi-configured interview form, which is a quality data collection tool by scanning literature. The qualitative data collection tool and the data obtained from the scan of literature is a qualitative data collection tool. The research has found that the creation of teacher’s career stages will contribute to the teacher’s professional development, and can contribute to the teacher’s inner motivation. The creation of a legal substructure by re-designing the career stages has reached the findings that teachers can contribute to professional development. In addition, the criteria can be used in the ascension of the teacher's career stages in the form of "the teacher's audit and evaluation results, the central exam results, the master's and doctor's degree, the awards and penalties he receives, the technical, social, cultural and sports skills, publications (books, articles), senior and the place he works, the projects he prepares, the training courses he participates, the knowledge of foreign language". Career stages can be graduated in the form of "day teacher, teacher, expert teacher and master teacher".
The purpose of this study, in Turkey on the establishment of education in teacher career ladder, to determine the views of education supervisor, school principals and teachers. In this research, it has been tried to determine the creation of career ladder, whether it can be a catalyst that can provide significant improvements in the professional development of the teacher. According to the opinions of teachers, school administrators and education supervisor; “The effect of the formation of career ladder on the professional development of the teacher, how to build the career ladder, which criteria should be used in the promotion of career ladder, how to use the teacher in the upper career ladder were searched for answers. The research was a mixed research design was used. In the research, a semi-structured interview form which is a qualitative data collection tool was prepared by literature review. The questionnaire, which is a quantitative data collection tool, was prepared with the data obtained from the qualitative data collection tool and the literature review. In the study; It was revealed that establishing teacher career ladder would contribute to the professional development of the teacher and contribute to the inner motivation of the teacher. It was found that the legal infrastructure of the teacher by redesigning the career ladder can contribute to the professional development of the teacher. Also, teacher in rising career ladders; "Teachers; süpervision and evaluation results, central exam results, master's and doctorate degrees, awards and punishments, technical, social, cultural and sports skills, publications (books, articles), seniority and place of work, projects prepared, in-service training courses, knowing foreign languages” can be used. Career ladders can be staged as “prospective teachers, teachers, expert teachers and head teachers”.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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