Abstract
The aim of this study was to capture the teachers' views on the functioning of social clubs, to reveal the teachers' perceptions of the weaknesses and strengths of the implementation of these activities and also to suggest the proposal for the efficiency of social club studies. The study was conducted as a phenomenological approach. The participants of the research included 33 teachers who work in secondary schools in Sakarya, Bursa, İzmit, İstanbul, Ankara, and Kütahya and advice on social clubs. The data were collected and analyzed with interview questions consisting of 18 questions. As a result of the analysis, it was found that teachers generally choose the clubs themselves, 2/3 of the teachers make a plan for study but do not implement those plans, about 2/3 of them could not conduct club activities in sufficient number and quality. Teachers, on the other hand, believe that social clubs help students in cognitive, affective, social, societal, individual development, self-knowledge, psychomotor, and other areas
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