Özet:

In this study, six different evaluation question regarding the regulation and implementation of the teacher career stages for science teachers have been examined. The evaluation questions encompass both positive and negative outcomes that teachers experience as a result of the regulation, the underlying reasons for the regulation, and its deficiencies. The phenomenological research design, which is one of the qualitative research methods, was employed to gather the opinions of teachers. A total of 17 science teachers with varying years of service participated in the research. This study group was formed using easily accessible and maximum diversity sampling methods. As a data collection instrument, an interview form consisting of open-ended questions was utilized by the researchers to determine the teachers' views on the promotion system within the career ladder. The interview form was thoroughly reviewed by an expert faculty member in the field of educational sciences and two science teachers. The data analysis involved converting the responses obtained from the open-ended questions into an online form and analyzing them using content analysis technique. Based on the teachers' evaluations, it was determined that the regulation led to significant salary increases for teachers and assisted them in planning their careers. However, concerns were raised about the suitability of the examination system and time conditions, as well as the perception that their professional achievements were not adequately evaluated. Suggestions include the preparation of the regulation through a more participatory process, the use of performance-based criteria, and the provision of career incentive rewards based on these criteria. Additionally, a revision of the examination system and the inclusion of seminars and events attended by teachers in the evaluation process are recommended.

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