Examining Teacher and Administrator Perspectives on the Career Steps in Teaching

Abstract

The purpose of this research is to examine the opnions of teachers and school administrators regarding the Regulation of Teaching Career Steps published by the Ministry of Education. The study group of the research, designed within the framework of the phenomenology research model, one of the qualitative research approachess, consists of a total of 17 participants, taking into account the criterion of having worked as a teacher for ten years or as a specialist teacher for ten years in one of the provinces in the Southeastern Anatolia Region in the 2022-2023 Academic year. Research data were collected through face to face semi-structured interview form developed by the researchers. In the analysis of the research data, content analysis was used. Research findings have reached conclusions such as that teaching career steps are insufficient in terms of developing teachers economic, social and personal rights, don’t contribute to Professional development, applications are insufficient, the exam is simple, applications will create duality and cause differences among teachers, it shows that the regulation of teaching career steps should be redesigned and solution proposals should be developed to make teachers economic, social and personal rights more comprehensive.