Abstract:

The education of school-age Syrians who took refuge in Turkey after the civil war in Syria in 2011 was carried out in Temporary Education Centers by volunteer Syrian teachers, depending on the Arabic curriculum. However, after the decision of the Ministry of National Education to gradually close the Temporary Education Centers in 2016 because of reasons such as delaying compliance and the quality of education not being auditable, Syrian students were transferred to schools affiliated with the National Education. To facilitate the adaptation of Syrian students, Syrian teachers were also assigned to these schools. This study deals with the tasks taken on by Syrian teachers in schools, the level of satisfaction with their duty, the problems they face, and, finally, the evaluation of Syrian students from their perspective. In the study, 20 Syrian teachers working in schools affiliated with the Ministry of National Education in Mardin were reached through personal networks and the snowball method, and in-depth interviews were conducted with these teachers by following qualitative research methods and techniques. According to these data, it is understood that the roles of Syrian teachers at the theoretical level differ from those in practice, their satisfaction levels vary in different school types, and they struggle with economic problems; and in their eyes, Syrian students have made a significant progress in terms of adaptation.

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