Teaching Profession Law According to the Perspective of Union Representative Teachers

Abstract

This study, which aims to analyze the Teaching Profession Law in terms of purpose, content and innovations, according to the opinions of teachers, was designed according to the phenomenology pattern. The study was determined by the criterion sampling method. The working group consisted of six workplace representatives of the three education unions affiliated to the Ministry of National Education and three teachers. A semi-structured interview form consisting of open-ended questions developed by the researchers was used. Content analysis method was used in the analysis of the research data. According to the results, participants find the law insufficient for reasons such as limited content, insufficient improvement of personal rights, not determining the general competencies, teachers' lack of access to professional development programs, not approaching the teaching holistically, and not meeting the needs and demands of teachers. Participants stated that the Law did not meet the expectations regarding the selection, training and on-the-job training of teachers, and that the teaching career steps did not provide teachers with the motivation to improve themselves. It has been concluded that the issues of "supervision and guidance system" and "professional ethics" are not included in the Teaching Profession Law, which is an important deficiency.