Çalıkuşlarının Gözünden Köyde Öğretmen Olmak: Bir Olgubilim Araştırması

Abstract

This research set out to reveal female classroom teachers’ perceptions and experiences about being a teacher at schools in villages and to examine their perceptions and experiences in terms of teacher resilience. A phenomenological approach was utilized. The participants consisted of 28 female classroom teachers working at schools in the villages in nine provinces in the Eastern and Southeastern Anatolian regions of Turkey in the 2019-2020 academic year. The snowball sampling technique was employed to recruit the participating teachers. Data were gathered through a research protocol involving open-ended questions and a metaphor question via email. The data were analyzed using thematic analysis. Six categories of metaphors were identified. The findings indicated that teachers found being a teacher in the village to be hard; however, they developed positive opinions about this experience due to making contributions to where they worked and became resilient against the challenges they faced.