An exploration of primary school teachers' perspectives on children's rights

Abstract

AbstractThis study endeavors to scrutinize the perspectives of primary school teachers regarding children's rights. Employing qualitative research methods, particularly a case study approach, the research delves into the insights of 14 teachers working in a primary school within the Turkish Cypriot region during the 2022–2023 academic year. Data collection was facilitated through the utilization of a semi‐structured interview form, and subsequent analysis was conducted via content analysis. The findings underscore a discernible lack of adequate knowledge among teachers pertaining to children's rights, particularly in the context of violations occurring on social media platforms. In response, recommendations are posited, advocating for the implementation of in‐service training programs to enhance teachers' awareness, the integration of children's rights throughout all stages of primary education, collaborative efforts between the Turkish Education Institution and the Information Technologies Communication Authority to raise awareness among families and educators, and the inclusion of a dedicated course on children's rights in the curriculum of the Turkish Cypriot Region Teacher Academy and university faculties of education.