ÖĞRETMEN STRATEJİ BELGESİ HEDEFLERİNİN ÖĞRETMEN VE YÖNETİCİ GÖRÜŞLERİ DOĞRULTUSUNDA DEĞERLENDİRİLMESİ

Abstract

In today s world, where scientific, technological and social developments are gaining momentum, the development and progress of a country depends on the qualified manpower of the country. Training qualified manpower is again thanks to qualified teachers. In other words, it is directly proportional to the success of the teachers in their duties. Because teachers play a leading role at the foundation of the education system and at the head of educational institutions. After it is stated in the 43rd article of the National Basic Education Law numbered 1739 that teaching is a special profession , it is stated that preparation for the teaching profession is provided by general culture, special field education and pedagogical formation . As stated in the law, too, teaching is a profession. This specialization should be in three areas: in field knowledge, in professional knowledge and in general culture. Of course, these specializations should be developed and changed and renewed in parallel with the developing and changing science and technology. In order for this change and development to be versatile and permanent, all stages starting from higher education institutions that train teachers to the retirement of the employed teachers should be evaluated in a holistic manner. For this purpose, a Teacher Strategy Document was developed, which includes the actions planned to be carried out between 2017-2023, with the participation of the Ministry of National Education, Ministry officials, bureaucrats from other ministries, academicians from universities, parliamentarians and representatives of non-governmental organizations. In the Teacher Strategy Document, there are three goals and eight objectives in the fields of selection and employment for the teaching profession, ongoing professional and personal development, professional perception and professional status. The opinions of the teachers and administrators, who are the group to which the mentioned goals and objectives will be implemented, are very important in order for these goals to be carried out and implemented properly. For this reason, in this study, it is aimed to examine the opinions of the teachers, who are the segment where the objectives of the Teacher Strategy Document will be implemented, and the administrators who ensure the regular execution of educational affairs. Qualitative research method was used in this study. The working group of the research consists of 15 administrators and 32 teachers. The data of the research was obtained with a structured interview form and content analysis technique was applied in the analysis of the data. As a result of the study, teachers gave positive opinions about six of eight goals and negative opinions about two of them, while administrators gave positive opinions about seven goals and negative opinions about one goal While the negative opinions of the teachers are about performance evaluation and rotation, the negative opinions of the administrators are about the more involvement of teachers in school management decisions.